Introduction

This collective work offers a platform for practitioner-scholars to showcase empirical-based strategies and practices within Hispanic-Serving Institutions (HSIs) and Emerging Hispanic-Serving Institutions (eHSIs) that significantly impacts student success. The intent is to move beyond the mere HSI federal designation and delve into the broader notion of “servingness” (Banda & Flowers, 2018; Garcia et al., 2019; Garcia & Cuellar, 2023) in fostering student success. The importance of this topic cannot be overstated, especially as anti-DEI policies are on the rise across higher education campuses. HSIs and eHSIs play a crucial role in advancing higher education and promoting equitable opportunities for diverse student populations regardless of the state of the political environment. As editors we acknowledge two aspects of this work: (1) We are aware of the critical discussions and disagreements regarding the moniker used to describe the heterogeneous population that comprise “Hispanics” as it is tied to identity (Lopez et al., 2023). As such, throughout this edited volume the authors of each chapter contextualize and offer a rationale for the moniker used (e.g., Hispanic, Latinx, Latine, to name a few) within the context of their practice. The historical, social, and cultural significance of monikers used throughout is not a point of contention but rather serves as a reminder of the heterogeneity of the population. By embracing chapter contributors’ various monikers for the Hispanic population, we are committed to not promoting one moniker that serves as a tool to homogenize the population. (2) We are aware that the empirical findings throughout this edited volume are not comprehensive of what practice looks like for diverse student populations at HSIs and eHSIs. However, by focusing on the multifaceted aspects of student success and intersectionality within these institutions, this edited volume provides invaluable insight and best practices that can enhance academic outcomes and support structures for students from varied backgrounds. Additionally, this work offers a Practitioner Advocacy for Servingness (PAS) leadership framework (Gutierrez & Banda, 2024) in support of sustainability for “servingness” across HSI and eHSI functional units that anchors the role of the practitioner as integral for student success.