One way that institutions have responded to hostile campus environments for minoritized students is by creating bias response teams. Based on a larger study, researchers use Rhoads and Black’s (1995) conceptualization of student affairs professionals as transformative educators and Stanton-Salazar’s (2011) framework of how institutional agents use social capital to examine how student affairs practitioners accrue social capital when responding to bias incidents. Our findings connect to student affairs professionals’ ongoing development of the equity, diversity, and inclusion professional competency