The current displacement crisis in the German context has focused scholarly attention on refugee student access to higher education. However, much less research has attended to supports at higher education institutions (HEIs) for enrolled migrant and refugee students. In fact, education research in the German setting rarely focuses on students from any migrant background, though these students comprise between 20-25% of all German tertiary enrollment. This study uses Constructivist Grounded Theory (Charmaz, 2014) and a postcolonial lens to analyze “equal opportunity” plans and programs at 32 German HEIs across all 16 federal states. Data sources include the “equal opportunity plan” unique to each HEI (Gleichstellungsplan) and interviews with “equal opportunity office” (Gleichstellungsbüro) faculty and staff. Key findings include a bureaucratization and numerification of diversity in the German case, as well as an almost exclusive focus on diversity as gender. This dissertation offers a potentially transferable theoretical model, which may be relevant in national settings with increasingly diverse student populations, histories of colonial possession or fantasy, or primarily public higher education systems (Bhabha, 1994; El-Tayeb, 2016; Kilomba, 2008; Said, 1979).