This qualitative study investigates how these students navigate the challenges of academic Discourse communities. Eight first-year students and one composition professor participated in semi-structured interviews, which were thematically coded around two core themes: students' cocreation of identity through writing, family, and university membership, and their struggles with feelings of inadequacy and loss of identity within academic gatekeeping structures, such as white English norms. The findings reveal that while inclusive practices exist, they are insufficient for minoritized students to feel fully integrated into academic discourse. The study calls for greater attention to linguistic diversity and justice to foster a more inclusive academic environment that acknowledges and values diverse student voices. [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.]