<p>This empirical manuscript introduces four theoretical plausibilities to illuminate how power operates through and within liminal identity experiences in higher education. Drawing from a situational analysis study of college students who exist beyond rigid social identity categories—such as multiracial, nonbinary, interfaith, and class-straddling students—I examined the nuanced and often contradictory ways liminality intersects with systems of dominance. Grounded in situational analysis and framed through poststructural and critical paradigms, this paper critiques monocentricity and advances liminality as a powerful analytic lens to disrupt binary models of identity, community, and institutional support. The findings and plausibilities presented offer a framework for reimagining higher education policies, practices, and student development theories to fully support students in navigating in-between spaces. Implications for future research, policy, and praxis are also discussed.</p>