By Raquel Wright-Mair ,K¯ ehaulani Vaughn, and Samuel D. Museus At a private liberal arts college in Southern California, an interracial coalition of undergradu- ate students coordinated a Dream Run to increase awareness about challenges facing undocumented students and raise funds to support them. The coalition of undergraduates collaborated with staff and students from the Asian American Center (AAC) to share space and organize the event. The AAC and local Pacific Islander community utilized this space every Saturday to provide tutoring and mentoring services to address inequities in college access and success among Pacific Islander stu- dents. At the closing of the Dream Run event, coor- dinators invited staff and students from the AAC and Pacific Islander families to help themselves to leftover food and participate in games. Some did. Later that evening, photos of people from the AAC and Pacific Islander families eating food from the event and playing games were posted on social media with the cap- tion “performative allies,” a term used to describe or denote inauthentic and superficial support for minori- tized populations. As scholars such as Ke ¯haulani Vaughn (in press) have noted, Pacific Islanders are often not seen as an underserved racially minoritized group in higher education due to them being inappropriately lumped into the Asian American and Pacific Islander (AAPI) category and false narratives of universal educational “success” that are sometimes attached to this entire population. This is the case even though there are many individuals and communities within this category that face systemic inequities and are in need of outreach and retention— including first-generation, Southeast Asian, American, and Pacific Islander groups. As this story demonstrates, this myth also pits AAPIs and other minoritized groups against each other. The social media photos and the cap- tion rumbled across the student activist community, many of whom reposted the images. Some students objected to the social media attack and explained that many Pacific Islander families were already reluctant to participate in programs on college campuses and were further marginalized by the post. The student coordinator who posted the photos on social media later apologized after a few student activists raised awareness around the problematic nature of the photos. These student activists edu- cated the larger campus community about the fact that the post was based on misconceptions that Pacific Islander students and families are universally “successful.” These discussions allowed the student who posted the photos to understand that some of the Pacific Islander families were undocumented as well, and the staff and students who worked with AAC were in fact supporting undocumented families regularly through their work. ª 2020 by The Author(s) DOI: 10.1177/1086482220971280 12 ABOUT CAMPUS / SEPTEMBER–OCTOBER 2021 Embracing Our Responsibility as Social Justice Educators: A Call to Complicate, Collectivize, and Rehumanize Activism in Higher Education