This qualitative study explores the retrospective sensemaking of Black1 girls and Latinas in their interactions with school security guards and School Resource Officers (SROs). Seven Black women and two Latinas participated in the study. Additionally, district data around SROs and discipline were analyzed for the five school districts in which the nine participants attended. This included seclusion and restraint statistics, evaluations of the SRO programs, student handbooks, and discipline data. The data were analyzed using white institutional space, multiracial feminism, and the sensemaking theory. The research questions guiding this inquiry were: (1) How do Black girls and Latinas make sense of their interactions with SROs and security guards when they were in high school? (2) How do these Black girls and Latinas make sense of how students with different characteristics were treated by SROs and security guards? (3) How do Black girls and Latinas make sense of how they and other students navigated interactions with SROs and security guards?School district documentation (including handbooks, seclusion and restraint data, discipline data, and district evaluation of their SRO programs) demonstrate a landscape of ambiguous rules and consequences where students of color are more subject to repercussions. Evaluations of the SRO programs reflect an understanding by some districts of the deficiencies in the program but a continued use of SROs in a flawed system. Further findings included the understanding of the power associated with being a favored student which primarily entailed being white, affluent, or a student athlete. Additionally, there is a leniency in the boundaries of professionalism afforded to SROs and security guards, but there are relationship inhibitors created through elements such as the uniform, specifically the gun and handcuffs. Furthermore, the females recognized the importance to their safety of being quiet and polite and the impact of being viewed as "ghetto" or "ratchet". [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.]