Despite increased college enrollment rates among FGAMFCS, these students face substantial challenges that contribute to lower rates of graduation compared to their peers from other ethnic backgrounds. Based on Tinto's Student Integration Model, this study examines the persistence of FGAMFCS at Predominantly White Institutions (PWIs) in the United States through the lens of Tinto's Student Integration Model. The specific objectives of the study included assessing the role of campus resources in nurturing a sense of belonging, understanding how social integration impacts student persistence, and examining the effects of academic integration on their success. Also, the study explored how institutional attributes such as support services, campus climate, and mentorship programs contribute to FGAMFCS persistence. This study was grounded in a qualitative research approach using web-based interviews with 15 FGAMFCS at a selected PWI. Data were analyzed thematically to identify recurring themes related to student persistence. The findings revealed that counseling services, supportive faculty-student relationships, peer networks, and academic resources are critical in shaping the persistence of FGAMFCS. Social integration and academic engagement emerged as pivotal in overcoming barriers related to cultural disconnection, financial hardship, and limited institutional support. The study concludes that targeted interventions, inclusive policies, and enhanced institutional support systems are essential to improve the persistence of FGAMFCS at PWIs. [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.]