Abstract
This dissertation illuminates the lived experiences of Lao American college students in California's public postsecondary institutions, uplifting how they perceive challenges, support, and belonging. Despite their communities' presence in the United States for over 45 years, Lao Americans remain underrepresented in higher education research, with their experiences often obscured within aggregated "Asian American" data (Museus & Kiang, 2009; Teranishi et al., 2013). Through narrative inquiry, interviews with seven Lao American female students revealed four interconnected narrative threads: (a) complex parental and extended family influence, (b) persistent navigation of identity and cultural (in)visibility, (c) campus environment navigating between belonging and exclusion, and (d) sources of resilience through transforming intergenerational trauma into cultural preservation and community advocacy. Findings demonstrate how participants actively negotiate their cultural identities while transforming intergenerational trauma into motivation for education. Analysis through Asian Critical Theory (AsianCrit; Iftikar & Museus, 2018) and Community Cultural Wealth (Yosso, 2005) frameworks revealed how processes of Asianization impact Lao American students' experiences while highlighting their utilization of various forms of cultural capital to overcome challenges. This research contributes to disaggregating Asian American experiences, challenging monolithic views of Asian Americans in higher education, and informing more culturally responsive institutional practices. Recommendations include developing targeted support programs, integrating Lao American history into curriculum, establishing culturally responsive financial support mechanisms, mandating disaggregated data collection, creating funding streams for Southeast Asian American student success, and developing community-based mentorship programs. By centering previously silenced voices, this study transforms historical erasure into pathways for institutional accountability, cultural preservation, and educational equity.