In recent decades, new patterns of Latine settlement have transformed regions across the United States not historically associated with Latinx communities. These Maturing Latine Destinations (MLDs) pose distinct challenges and opportunities for higher education institutions (HEIs), which are increasingly called to respond to demographic change under conditions of fiscal constraint and political scrutiny. This dissertation examines how HEIs in one such region—Northeastern Pennsylvania (NEPA)—are making sense of, and responding to, growing Latine student populations.Through a multiple case study of three institutions in NEPA, this project explores: (1) how higher education leaders and administrators construct Latinidad in the context of demographic change; (2) how these constructions shape recruitment and student support strategies; and (3) how these dynamics vary by institutional type. Case selection was guided by both theoretical relevance and census-based demographic analysis to capture a range of institutional responses in areas experiencing Latine growth. Drawing on interviews with administrators, institutional documents, and regional data, this study analyzes how racialized organizational logics structure institutional responses. Theoretically, it is grounded in Ray’s (2019) theory of racialized organizations, raciolinguistic ideologies (Flores & Rosa, 2015), and Garcia et al.’s (2019) concept of structures for serving. These frameworks support a deeper analysis of how race, language, and institutional structure intersect to shape the experiences of Latine students in MLDs. Findings show that constructions of Latinidad are shaped by both local labor histories and institutional configurations. Administrators often frame Latine students as English learners, future workers, or demographic solutions—narratives that, while seemingly inclusive, tend to limit institutional investment to symbolic or short-term strategies. Across cases, institutional decentralization, branch campus dynamics, and resource constraints significantly impacted the development and sustainability of support structures. Rather than viewing inclusion as a linear or inevitable outcome of demographic growth, this study highlights the ways in which racial logics are maintained—even through practices labeled as inclusive. Implications include the need for institutions to move beyond representational gestures and invest in community-rooted, structurally embedded frameworks of servingness that center the present needs and aspirations of Latine students.