This dissertation delves into the unique experiences of contemporary polygamist women pursuing higher education, exploring the intersectionality of their cultural backgrounds, educational aspirations, and the challenges they encounter within academic settings. The study critically examines the applicability of equity-centered, trauma-informed practices in addressing the diverse needs of polygamist women, contrasting and expanding on the traditional theory of belonging which is prevalent in educational discourse. The research employs a qualitative approach, using interviews, art collaging, and educational life stories to capture the multifaceted narratives of polygamist women in higher education. By adopting an equity-centered, trauma-informed lens, the study aims to uncover the nuanced impact of past traumas on academic pursuits and personal development, shedding light on the potential effectiveness of trauma-informed practices, which specifically include the incorporation of anchoring connections that aid in fostering resilience and empowerment within this population. Furthermore, this dissertation contrasts the prevalent theory of belonging in educational settings with practical experiences of polygamist women. It interrogates the limitations of a one-size-fits-all approach to belonging, emphasizing the importance of recognizing and accommodating diverse cultural and personal backgrounds. The analysis contributes to a broader understanding of what it means for educators to provide an inclusive education, while at the same time, advocating for tailored approaches that acknowledge the unique needs of polygamist women and similar marginalized groups of college students. This study advances an understanding of the challenges faced by polygamist women in higher education, and the potential benefit of equity-centered trauma-informed practices. By bridging the gap between theory and practice, this research provides valuable insights for educators, policymakers, and support services, urging a more nuanced and culturally sensitive approach to higher education for underrepresented populations. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]