U.S. classrooms reflect culture-specific ideas about the “right” way to be a student; specifically, they reward soft independence, such as self-expression and self-motivation. For students who are also guided by norms and practices of interdependence, such as low-income, first-generation students of color, these institutional expectations likely mismatch or render invisible their cultural values. In this talk, I examine how privileging soft independence ignores the familial commitments of low-income, first-generation students of color and the assets they bring and, subsequently, undermines well-being and performance. We then discuss the need for inclusive practices that better reflect the values, needs, and strengths of a growing population of students.