Student organizations are known to foster community and are an engaging aspect of college student life. Specifically, for Asian and Latine college students who face exclusion and marginalization at predominantly white institutions (PWIs), panethnic student organizations bring together students from different national origins into one grouping and provide a welcoming community engaging with students' heritage. Membership in panethnic organizations provides tangible and intangible benefits. However, there is an assumption that everyone who identifies as a member of these panethnic groups is automatically, and fully, included, so little is known about the potential factors used to determine inclusion or exclusion from membership benefits. Research on panethnic identity, social mobilization, and civic engagement, however, finds that points of conflict emerge where some identities are centered over others in Asian and Latine organizations. Therefore, this dissertation examines how students experience inclusion and/or exclusion in panethnic student organizations based on national origin, social class, and immigrant generation, and, if so, the implications for students. Three questions guide this research: 1) What are the factors associated with inclusion or exclusion in panethnic student organizations? 2) What types of support do panethnic student organizations provide for students? 3) Does access to types of support depend on the level of inclusion? To answer these questions, I rely on 65 in-depth interviews with Asian and Latine students that I collected over a year, participant observations at organization meetings and events, and text-based sources such as the organization's constitutions, websites, and social media posts. For both Latine and Asian student organizations, I find that despite claims of inclusivity using a broader panethnic grouping through mission statements and recruitment pitches, not all students felt a sense of full automatic inclusion. Instead, I observed three levels of inclusion: "full inclusion," "partial inclusion/exclusion," and "exclusion." In Latine organizations, the factors used to determine each level were national origin, social class, immigrant generation, and language use. Meanwhile, in Asian organizations, the factors that mattered the most were country of origin, immigrant generation, and social class. These findings demonstrate that not every Latine and Asian student experiences automatic inclusion in panethnic student organizations, which means excluded students are less able to access the tangible and intangible benefits, such as social support systems and access to information and resources available through membership. Lastly, I address the implications of these findings for research on identity-based student organizations in higher education and future directions for research on panethnic student organizations. I also provide practical recommendations for administrators, faculty, staff, and students engaged with panethnic student organizations to create more inclusive and equitable spaces in higher education. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]