During this interactive discussion, audience members and panelists will discuss discrepancies between performative Diversity, Equity, and Inclusion (DEI) initiatives and the lived experiences of students of color who experience microaggressions, erasure, and invalidation, which are often overlooked, while claims of reverse racism are amplified (Lawson, 2020). We will discuss how performative DEI initiatives require students of color to validate their peers' experiences of racism and how taking on an educator role without administrative support exacerbates pre-existing stressors (i.e., minority stress) that students of color face (Lawson, 2020; Wei et al., 2010). Toward the end of the discussion, panelists and audience members will collectively brainstorm ways to integrate diversity related competencies into existing curricula without reducing DEI to a professional checkbox. Methods for audience participation include discussing audience goals (e.g., "what do you hope to acknowledge or discuss during today's discussion?"), asking "show of hands" questions during the panel (e.g., "raise your hand if you are a POC who has ever felt pressured to educate peers, students, or supervisors about your identity?"), and collectively brainstorming non-performative ways to integrate diversity related topics into course content and academic spaces. (e.g., "how can professors realistically integrate diversity related topics into class