In this article, the author explores how higher education and student affairs (HESA) administrators can conceptualize servingness by understanding the experiences of Black students, administrators, and faculty at Hispanic Serving Institutions (HSIs). The author uses an organizational conflict lens to propose recommendations that could support HESA administrators to recognize forms of antiblackness, specifically resource deprivation, that lead to denying servingness. The author argues that antiblackness often functions as an ideological perspective that sustains the unequal distribution of material, economic, and educational resources for Black people. This case provides one example of how resource deprivation functions as a form of antiblackness by exploring perceptions of an administrative closure of a center, considered a Black space, in one HSI. The research demonstrates that Black spaces in higher education can simultaneously serve as an empowering place for Black students and other students while at the same time be misunderstood by administrators and not supported when administrators have other competing needs. Obtaining knowledge of how Black spaces function at HSIs, how resource deprivation can be a form of antiblackness, and truly understand the experiences of Black students, faculty, and administrators at HSIs are just a few ways to extend servingness to Black communities at HSIs.