In recent years, there has been a significant shift in the landscape of higher education in the United States, particularly concerning institutions that serve Latinx students. The book, Becoming Hispanic-Serving Institutions: Opportunities for Colleges and Universities, published by Johns Hopkins University Press, delves into this crucial topic, offering insights and a comprehensive examination of how colleges can effectively serve this demographic.

This book is particularly timely as Hispanic-Serving Institutions (HSIs) are becoming one of the fastest-growing segments in higher education. As of the fall of 2016, HSIs represented approximately 15% of all postsecondary institutions in the United States and enrolled around 65% of all Latinx college students. This growth raises several questions about the role these institutions play in providing educational opportunities to Latinx communities.

One of the central themes of the book is the concept of ‘serving’ Latinx students. What does it truly mean to serve this student demographic? What unique needs do they have, and how can colleges address these needs effectively? Garcia’s work, grounded in empirical data collected over two years at three distinct HSIs, seeks to provide answers to these pressing questions.

Garcia adopts a counternarrative approach to highlight the innovative ways that HSIs are reframing the traditional understanding of what it means to serve Latinx college students. In doing so, she challenges the dominant preconceptions that often cloud discussions about higher education and its institutions. By focusing on the lived experiences of students, faculty, and staff within these institutions, Garcia illustrates the diverse strategies employed by HSIs to cater to their student populations.

Through her exploration, Garcia underscores the importance of recognizing the unique challenges faced by HSIs. These institutions often grapple with the tensions that arise when confronting conventional standards and measures of success typically associated with postsecondary education. The differences among the three HSIs studied provide valuable insights into the varying approaches that institutions can take to support Latinx students successfully.

Moreover, the book emphasizes the critical role that HSIs play in the broader landscape of postsecondary education. Despite being undervalued, HSIs contribute significantly to the educational success of Latinx students and help to promote diversity within the higher education system. Garcia’s exploration of the voices of those involved in these institutions reveals the transformative potential of HSIs and their commitment to serving their communities.

In conclusion, Becoming Hispanic-Serving Institutions serves as a vital resource for educators, policymakers, and anyone interested in understanding the evolving role of higher education institutions in serving Latinx students. By shedding light on the unique challenges and opportunities faced by HSIs, this book contributes to the ongoing discourse about equity and access in higher education.