Frontline student affairs educators' work puts them in close contact with students, both socially and emotionally, meaning that they may experience a unique pressure to balance and represent both the priorities of their organizations and students' needs and interests (Perez, 2016). Given that institutional policies and practices to respond to racism can perpetuate and reinforce racism (Hughes, 2013; LePeau et al., 2018), educators may occupy a complicated and fraught role when responding to racist harm. In this study, Ashley N. Robinson examined the work of responding to racist harm from the standpoint of frontline student affairs educators striving to enact antiracist practices at a predominantly and historically white institution (PHWI). The work of frontline student affairs educators responding to racist harm was a useful entry point from which to examine disjunctures or the tensions and contradictions in people's work that provide clues to how institutional systems, structures, and actors subjugate the knowledge and aims of those doing the work (Campbell & Gregor, 2004). This research brief is part of a larger institutional ethnographic study that explored the taken-for-granted ways that frontline student affairs work in pursuit of racial justice is socially organized. In this paper, she specifically asks: How might institutional response to racist harms at a PHWI contradict the aims of the striving antiracist frontline student affairs educators?