Abstract
This thesis explores the complex experiences of Latine undergraduate students at a Hispanic-Serving Institution (HSI) through a mixed-methods study grounded in participatory action research. Drawing on both photovoice methodology and survey data, the study centers two guiding research questions: (1) How do Latine students perceive their HSI as supporting their racial and ethnic identity development? And (2) How do Latine students experience discrimination and microaffirmations at their HSIs? Through collaborative photo discussions and thematic analysis, students highlighted critical concerns around the need for authentic cultural representation in classrooms, the effects of stereotyping and institutional assumptions, and the importance of community as a protective factor. Quantitative findings provided additional context, revealing relationships between ethnic identity development, feelings of inclusion, and reported experiences of discrimination. Of which over 14% of students reported experiencing discrimination in the past year. Together, the findings suggest that while some students find affirmation through faculty support and cultural visibility, many continue to experience microaggressions and gaps between institutional diversity rhetoric and everyday practice. The study reinforces the need for HSIs to move beyond surface-level commitments to diversity and instead create structurally affirming spaces that honor the full humanity and complexity of Latine students. Implications for equity-minded teaching, faculty training, and institutional accountability are discussed.