"Explores topics relevant to the experience of Latinx/a/o students and professionals in higher education and illustrates key elements that should be considered in the development of varied pathways for success"--

Longstanding Mexican and Puerto Rican populations have helped make people of mixed nationalities—MexiGuatamalans, CubanRicans, and others—an important part of Chicago's Latina/o scene. Intermarriage between Guatemalans, Colombians, and Cubans have further diversified this community-within-a-community. Yet we seldom consider the lives and works of these Intralatino/as when we discuss Latino/as in the United States.In Negotiating Latinidad, a cross-section of Chicago's second-generation Intralatino/as offer their experiences of negotiating between and among the national communities embedded in their families. Frances R. Aparicio's rich interviews reveal Intralatino/as proud of their multiplicity and particularly skilled at understanding difference and boundaries. Their narratives explore both the ongoing complexities of family life and the challenges of fitting into our larger society, in particular the struggle to claim a space—and a sense of belonging—in a Latina/o America that remains highly segmented in scholarship. The result is an emotionally powerful, theoretically rigorous exploration of culture, hybridity, and transnationalism that points the way forward for future scholarship on Intralatino/a identity.

This edited volume examines the diverse Latinx/a/o student populations in higher education. Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students and the communities they come from, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond. Chapter authors argue that various forms of knowledge and culturally relevant methodologies can help advance and promote the success and navigation of Latinx/a/o students. The contributors of this book challenge the deficit framing often found in higher education, and expand conceptualizations, theories, and methodologies used in the study of Latinx/a/o student populations to incorporate AfroLatinx/a/o perspectives, center Central American students in research, and bring Undocumented Critical Theory into the conversation. This important work provides a guide for higher education and student affairs scholars and practitioners, helping create knowledge to better understand Latinx/a/o student populations in higher education.

In Learning to be Latino, Reyes paints a vivid picture of Latino student life, outlining students' interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community. Reyes identifies the normative institutional arrangements that shape the social relationships relevant to Latino students' lives on these campuses.

As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda. The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.

The Latino presence continues to grow in traditional population enclaves and has tripled in areas that are not traditionally associated with this pan-ethnic group. The dramatic growth of this population in the U.S. requires a considerably deeper understanding of individuals that share this multifaceted identity. This timely book synthesizes new research and its implications for practice that is critical for professionals working with Latinos in educational and counseling contexts. The authors provide insight into identity development, environmental influences, and how these factors influence persistence in higher education. By using a synthesis approach to organize multiple studies around how being Latinx influences the experiences of students in college and beyond, the authors offer a holistic view of the Latino population. Each chapter uses mixed method data points to highlight the experiences of this growing population and provide helpful insights for those who work with Latinx individuals within higher education and community settings. The new Lifespan Model of Latinx Ethnic Identity Development constitutes a framework to consider the development and tensions experienced by Latinos as they engage with the various cultures represented within U.S. society. The studies presented in this book provide an evidence-based understanding how environmental differences may produce differing levels of development for college students and how change in environments produce reflective refinement of adult Latinx identity. Practitioners will learn about practices that help Latinx college students. Faculty and researchers will gain new understandings of the Latinx experience, and discover a starting point for further reflection and investigation.

High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring