Latin* Students in Engineering: An Intentional Focus on a Growing Population

By: Tonisha B. Lane and Maria L Espino and Morgan Nichols and Brian D Le and Blanca Rincón and René Hernandez and Erin Doran and Elizabeth Turochy and Michael Perez and Cristina Poleacovschi and Timothy Yuen and Dina Verdín and Renata Revelo and Janice Mejía and Da'Shay Portis Templeton and Hector E Rodriguez-Simmonds and Leonardo Pollettini Marcos and Cristián Vargas-Ordóñez and Kevin Jay Kaufman-Ortiz and Selyna Pérez Beverly and Lisa R Lattuca and Taryn Ozuna Allen and Christine Hall and Courtney Matthews and Lisette E Torres and Krystal Peralez and Elsa Gonzalez and Emma Claudia Perez and Diana Garza and Adriana Facundo and Ulises Trujillo Garcia and Esther Enright

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Synopsis: The growing population of engineering students who identify as Latin* are underrepresented in the field of engineering. Latin* refers to an individual of Latin American origin or descent, without restricting to a specific gender. The asterisk (*) includes related identity terms such as Latina/é/o/u/x.There is, however, a rising need to train U.S. students in engineering skills to meet the demands of our increasingly technological workforce. Structurally excluding Latin* students hinders their economic and educational opportunities in engineering. Latin* Students in Engineering examines the state of Latin* engineering education at present as well as considerations for policy and practice regarding engineering education aimed at enhancing opportunity and better serving Latin* students. The essays in this volume first consider, theoretically and empirically, the experiences of Latin* students in engineering education and then expand beyond the student level to focus on institutional and social structures that challenge Latin* students' success and retention. Finally, it illuminates emergent work and considers future research, policy, and practice.