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Abstract BackgroundAlthough participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field. PurposeTo address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year. MethodWe interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data. ResultsOur findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree. ConclusionsFindings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latiné students' cultural wealth, and counter‐framing traditional recruitment pitches for engineering appear to be key in these efforts. 

Structural diversity is defined as the numerical representation of diverse racial/ethnic student groups on campus as one way of exposing students to diversity in higher education. The current study implemented the concept of structural diversity on faculty in higher education, given the significant and unique roles in STEM education. We integrated the proportion of URM faculty within the College of Engineering as a moderating variable in the social cognitive career theory (SCCT) model. With a sample of 254 diverse engineering students from six universities, the results indicated that both perceived engineering barriers and perceived engineering supports significantly related to perceived self-efficacy even after controlling for the effects of the other. Perceived engineering supports mediated the effects of engineering barriers on self-efficacy. Moreover, a moderated mediation effect by the proportion of URM faculty was observed, showing that when the proportion of URM faculty reached a certain level, high levels of perceived engineering barriers had no effect on increasing perceived engineering supports. Implications for fostering career development in engineering with a systematic-tailored approach are discussed.