This reflection explores the contributions to this special issue in order to derive an over-arching sense on the many difficulties that Latinas attending universities designated as Hispanic Serving Institutions (HSIs) face in STEM fields where their abilities are not only questioned, but they also get marginalized, deprived of opportunities that are customarily available to their white, male peers. Notwithstanding their "HSI" designation, their systemic isolation and exclusion in Eurocentric institutions, while challenging, are frequently offset either by familial or cultural resources that allow them to persist. A major point is that though Latina students' resiliency is a noteworthy attribute and research finding, it would be less necessary if university classrooms and departments themselves were more inclusive, affirming, and asset-based spaces to begin with.