U.S. educational institutions are rooted in classist, privileged, and sexist ideologies, leaving women, especially women of color, inadequately supported in their pursuit of higher education. Higher education has been influenced heavily by and primarily created for Anglo males, creating systemic barriers for women and people of color. The purpose of this study was to better understand how Latina students experience community college while balancing family responsibilities. Chicana/Latina feminism and critical resiliency theory served as a framework to elicit and analyze the Latinas' narratives. Data analysis indicated the emergent themes of (a) playing a dual role as a parent and daughter, (b) pivotal educational experiences, and (c) strategies of self-preservation as resistance to cultural and gendered expectations as a way of dealing with the intersectionalities in which they live. Recognizing Latinas' place in higher education is necessary to advance equity and equitable educational practices for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]