This article explores the role and responsibility of the community psychologist in creating change that could potentially harm the group they are meant to be in solidarity with. Drawing upon a 2-year project with a Latinx Student Union at a public middle school in the Pacific Northwest, I examine the ethical dilemmas that arose when powerful stakeholders (school administration) changed the goals and intention of the research project without the consent of the low-power stakeholders (the students). This narrative seeks to shed light on the dilemmas that come with being an ethical community psychologist (Balcazar, Garate-Serafini, & Keys, 2004; Nelson, Prilleltensky, & MacGillivary, 2001; O'Neill, 1989), how these ethics can be compromised by one's identity, and what it means to work for/with/against one's community when deciding whether to stay with or leave a project.
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