This dissertation uses an ethnographic approach, observations, field notes, and interviews to analyze how Chicanx/Latinx students create counter-spaces to cultivate their epistemological needs and validate their identities within a predominantly white institution (PWI). The project uses the "Nopalera" Framework created by an artist collective as a timely metaphor for the experiences of Chicanx/Latinx students. The dissertation highlights how PWIs continuously fail to provide Chicanx/Latinx students the support they need to engage with their campus. PWIs fail to cultivate, sustain, and support students in exploring and maintaining their identities. With little to no support from their institutions, Chicanx/Latinx students learn on their own how to navigate postsecondary spaces by creating counter-spaces and supporting each other's success. This dissertation highlights how Chicanx/Latinx use counter-spaces to nurture and nourish themselves. This dissertation calls for more significant support and accountability from PWIs in constructing healthy and welcoming campuses for Chicanx/Latinx students. [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.]