Perceived discrimination has been recognized as an important factor associated with students' educational experiences; however, the institutional mechanisms through which it relates to student commitment remain insufficiently understood. This study examined the mediating role of perceived service quality in the relationship between perceived discrimination and student commitment among 417 undergraduate students enrolled in faculties offering four-year degree programmes. Guided by Student Engagement Theory and Social Exchange Theory from an institutional perspective on higher education, a mediation model was tested in which perceived service quality mediated the relationship between perceived discrimination and student commitment. A cross-sectional correlational design was employed. Data were collected using validated scales, and the hypothesised mediation model was tested using PROCESS Macro (Model 4) with bootstrapping. Results indicated that perceived discrimination did not directly predict student commitment; however, it negatively predicted perceived service quality, which in turn positively predicted student commitment. Moreover, perceived discrimination exerted a significant indirect effect on student commitment through perceived service quality, supporting a full mediation model.