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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.