This phenomenological case study investigates the lived experiences of minority students attending a predominantly white institution (PWI) in the Southern United States, addressing the impact of Diversity, Equity, and Inclusion (DEI) initiatives and recent legislative changes, particularly divisive concepts laws, on their sense of belonging and academic success. The research explores how these students navigate systemic barriers while contending with limited DEI efforts under legislative constraints. Grounded in Social Identity Theory (SIT), this study addresses a gap in the literature by examining how institutional and legislative factors influence minority students' social integration. Data was collected through a focus group and semi-structured interviews with six minority students and analyzed using thematic analysis. Key findings reveal that legislative restrictions on DEI initiatives exacerbate feelings of isolation and marginalization. At the same time, peer support and faculty engagement were identified as critical factors in fostering a sense of belonging. Themes of tokenism, superficial DEI efforts, and the lack of institutional commitment were recurrent in participants' narratives. This study contributes to the ongoing discourse on equity in higher education by providing insights into the unique challenges faced by minority students under restrictive legislative frameworks. The research highlights the need for more comprehensive and intersectional DEI strategies that prioritize the well-being of marginalized students. It also provides practical recommendations for policymakers and institutions to enhance inclusivity and support minority student success. [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.]