To prepare students for the 21st century, it is necessary for all students to have equitable access to technological resources, such as laptops and internet service. Despite efforts to eliminate barriers to accessing technology, digital equity gaps still remain. This study used critical narrative inquiry to understand the racialized experiences of the digital divide from the perspective of Latinx undergraduates at Central Valley Hispanic-Serving Institutions (HSIs) within the California State University (CSU). By using the frameworks of critical race theory (CRT) and Latino/a critical theory (LatCrit), this study viewed the digital divide from a different lens to move beyond the traditional thinking of digital access in the educational system. Findings of this study revealed the obstacles that Latinx undergraduate students face when accessing and using technology at the university. Latinx undergraduates transition from high school to the university with limited foundational knowledge of technology, and often rely on personal networks of friends to learn about technology for coursework. Latinx undergraduates also shared stories of the struggles faced in maintaining adequate technological devices. These findings inform administrators and faculty about the racialized experiences with the digital divide in order to ensure institutional ii programs and policies are aligned with supporting Latinx university students in achieving positive academic outcomes. [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.]