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  1. In this guest editorial, we problematize the terms Latiné, Latinx, Latina, Latino, and Hispanic used to describe people with Latin American ancestry in the United States to better inform engineering education scholarship and practice. As members of communities that have been classified as Latiné/x/a/o or Hispanic, we are always challenged with the questions: What term should be used in our research, and why? As scholars who are also members of these communities, we bridge the contradictions emerging from our lived experiences and imposed realities while seeking to engage in a critical conversation emerging from our “theory in the flesh” (Moraga & Anzaldua, 1981). While we situate the terms historically in this guest editorial, as an act of resistance, our title places the most recent term (Latiné) first to continue to challenge historical terminologies that demoralize and oppress our communities (Revelo et al., 2022). At the same time, we recognize that for some cultures, choosing to identify by one term over another has real-life implications and consequences, such as being the targets of discrimination and oppression and being seen as transgressors (Mejiaet al., 2022), or being perceived as insiders or outsiders. 
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  2. Free, publicly-accessible full text available June 25, 2024
  3. Free, publicly-accessible full text available June 25, 2024
  4. Hidden Curriculum (HC) consists of the unacknowledged and often, unintentional exclusionary systemic messages that are structurally supported and sustained [1]. Due to the persistent influence of HC in helping establish the norm in educational and working environments, research in this topic is gaining prominence in fields like engineering. This paper contributes to the knowledge base by exploring the level of HC awareness (HCA) and the definitions that over 600 undergraduate engineering students across Hispanic-Serving and non-Hispanic Serving Institutions ascribed to when defining HC. Using mixed-methods analysis, two-factor ANOVA was conducted on the quantitative items of HCA, at the intersection of self-identified gender and institutional type. The first round of coding was followed by open and axial coding of the written definitions provided by the participants. Results suggest there were significant differences in levels of HCA between HSIs and non-HSIs with other institutions (e.g, HEIs) having the highest levels of HCA. The responses to the open-ended question yielded four specific themes: (a) Confirmation of Existence of HC; (b) Attribution of HC to Cognitive Elements; (c) Attribution of HC to Socio-Humanistic Elements; and (d) Refusal of Existence of HC. A discussion of its implications was included in this paper. 
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  5. Hidden Curriculum (HC) consists of the unacknowledged and often, unintentional exclusionary systemic messages that are structurally supported and sustained [1]. Due to the persistent influence of HC in helping establish the norm in educational and working environments, research in this topic is gaining prominence in fields like engineering. This paper contributes to the knowledge base by exploring the level of HC awareness (HCA) and the definitions that over 600 undergraduate engineering students across Hispanic-Serving and non-Hispanic Serving Institutions ascribed to when defining HC. Using mixed-methods analysis, two-factor ANOVA was conducted on the quantitative items of HCA, at the intersection of self-identified gender and institutional type. The first round of coding was followed by open and axial coding of the written definitions provided by the participants. Results suggest there were significant differences in levels of HCA between HSIs and non-HSIs with other institutions (e.g, HEIs) having the highest levels of HCA. The responses to the open-ended question yielded four specific themes: (a) Confirmation of Existence of HC; (b) Attribution of HC to Cognitive Elements; (c) Attribution of HC to Socio-Humanistic Elements; and (d) Refusal of Existence of HC. A discussion of its implications was included in this paper. 
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  6. This paper seeks to better understand the distinct, and sometimes intersectional ways that particular identities receive the hidden curriculum (HC) (unacknowledged and often, unintentional systemic messages that are structurally supported and sustained) in engineering [1]. From the validated instrument (UPHEME; [2]), 120 participants communicated, in written form, that the HC they received was either active (intentionally and explicitly transmitted) or passive (unintentionally and implicitly transmitted). Using a theoretical, sociological framework of symbolic interactionism in which thematic, content, and magnitude coding was conducted, we found that most White participants identified the HC as passive (74%) while People of Color (POC) defined the HC as being active (40%). Additionally, when participants identified the HC as passive, there was an observed difference of 14% between White participants (74%) and POC (60%). Furthermore, women of color (WOC) experienced the most passive and active HC out of all the groups. The findings provide a more nuanced look into the ways that the HC transmissions are received differently by individuals in engineering education. 
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