This study utilized a critical organizational communication framework to understand how student resistance is performed in relation to hegemonic systems that are (re)constituted through communication within and beyond the classroom (i.e., an institutional culture). I conducted multiple semistructured interviews with 14 self-identified students of color (28 total interviews) to explore the dialectical interplay of resistance <-> racialized domination within higher education. Using narrative analysis, I presented three participants' responses as storied accounts to highlight the fluid ways that resistance <-> racialized domination manifests within and beyond the classroom. Participants' stories showcased how forms of racialized domination (i.e., "fetishization," "stereotype threat," and "white fragility") interact with forms of resistance (i.e., "poaching," "parody," and "separation"). This study's findings highlight the need for communication and instruction scholars to expand their theoretical scope when exploring student resistance while also providing pragmatic advice for how instructors can intervene into, and challenge, racialized domination in higher education.