The trajectories of students who, at different points, assume caregiving or employment responsibilities reveal the existence of a diverse university that continues to operate under the assumption of the ideal student. The present article aims to analyze and critically synthesize the specialized literature on university students with parental and employment responsibilities, from a gender and an intersectional perspective that articulates the relationship between academic flexibility and cultural transformations. Protective factors associated with resilience-such as support networks, sense of purpose, self-efficacy, and institutional recognition-are systematized, and the contribution of flexible education is examined when it is implemented with effective institutional support. Likewise, gaps in policies and institutional practices are identified, proposing pathways toward institutions that recognize, support, and sustain these trajectories.