This qualitative Participatory Action Research (PAR) study, conducted at the University of Georgia, delved into the experiences of Hispanic students within the Latinos/as Invested in the Students of Tomorrow (LISTo) student organization. Central to the study was familismo, a crucial Hispanic cultural construct, and its role in fostering ethnic identity and bicultural orientation. The research illuminated the psychosocial stressors associated with the acculturation process in higher education, particularly their impact on the academic progression and degree completion of Hispanic students. It emphasized the significance of bicultural competence, highlighting the use of cultural adaptation strategies like familismo and identifying a gap in existing research on its effects on academic and psychosocial adjustment. The study uncovered familismo's role as a source of emotional support for students within LISTo. This finding was key in understanding how the community within this group bolsters cultural identity exploration and enhances a sense of belonging. Employing PAR, the research facilitated a comprehensive examination of Hispanic students' challenges, leading to the development of an actionable intervention. Data was collected through diverse methods, including personal journals, meeting notes, and reflective conversations, with an analysis that involved breaking down the data into significant themes. The investigation revealed four primary themes: cultural representation, familismo, challenges and barriers for Hispanic students, and LISTo mentorship. A notable outcome was the identification of a disconnect between the University and LISTo's Hispanic members, with an emphasis on the role of Hispanic alumni history in fostering familial pride among students. Conclusively, LISTo's emphasis on familismo and cultural representation proved instrumental in aiding Hispanic students to navigate the complexities of a predominantly White institution (PWI). The study highlighted the indispensable role of peer mentorship in enriching the academic and social experiences of these students. The study also utilized the Bicultural Orientation Model by Torres (1999) as its theoretical framework, which scrutinized acculturation and ethnic identity development in Hispanic students, emphasizing the balance between adopting the dominant culture and preserving heritage culture. This research offers a profound understanding of Hispanic students' experiences, providing valuable perspectives for enhancing support mechanisms in higher education settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]