The purpose of this quantitative study was to examine institutional actions that influence service use among SEAA community college students. More specifically, this study investigated the effects of access to services (service access), validating staff members (staff validation), and caring staff members (staff care) on the use of campus services (service use). Structural equation modeling (SEM) analysis was conducted to examine direct and indirect effects of service access, staff validation, and staff care on service use. Multiple group SEM analysis was conducted to examine whether the direct and indirect effects vary by gender (i.e., male, female), nativity (i.e., native-born, foreign-born), and first-generation status (i.e., first-gen, non-first-gen). Findings indicated background/defining characteristics were not predictive of service use. Validating and caring staff members had a positive and statistically significant direct effect on use of services. The direct effect of service access on service use was not statistically significant. However, service access had an indirect effect on service use through staff validation and staff care. Service access was positively and significantly associated with staff validation and staff care, in turn, associated with service use. Furthermore, while two path were statistically significantly different by nativity, none of the paths were statistically significantly different by gender and first-generation status. [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.]