This study explored how institutions can empower minoritized graduate students by leveraging their existing forms of capital, shifting from a deficit view to an assets-based approach. Through qualitative case study methodology, data from interviews and documentation illustrated the vital role of institutional agents, such as faculty and staff, alongside peer and non-institutional support networks. Participants demonstrated the use of various forms of community cultural wealth (CCW) capital, underscoring the importance of intentional institutional support. The study emphasized the crucial role of institutions in providing social and navigational support for minoritized graduate students. It advocated for an assets-based approach to enhance student success, challenging traditional deficit-focused paradigms. Through its exploration of institutional practices and student experiences, this research provided actionable insights for fostering inclusive environments that empower minoritized graduate students to thrive academically and socially within higher education settings. Ultimately, this study contributes to the ongoing dialogue on equity and inclusion in higher education, providing guidance for institutions seeking to foster environments that support the academic and social advancement of all students, particularly those from minoritized backgrounds. [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.]