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In the US, it is a well-known and recognized fact that students from underrepresented groups have suffered longstanding inequities in educational settings. This includes entrance into and success within the higher education system (Adwere-Boamah, 2015; National Science Board, 2020; Whittaker & Montgomery, 2012). The enormous growth in the Hispanic population of the United States and the growth of the Hispanic population in the higher education system has made the imbalance more evident (Gramlich, 2017; National Center for Education Statistics, 2020). Despite being the largest minority group in the country (US Census Bureau, 2021) and in higher education (Postsecondary National Policy Institute, 2021), persistence in college and degree completion rates paralleling that of persons who identify with a White, European background has not evolved (Chun et al., 2016; Gramlich, 2017). These disparities emphasize the need to understand the characteristics of Hispanic/Latinx students in order to better serve their needs in general and in all spheres of education. As a result, an increasing number of studies are focusing on the background, experiences, and perspectives of Hispanic/Latinx individuals and students in a variety of settings and contexts (Champagne et al., 2016; Flores & Park, 2015: Ramos et al., 2021; Rodriguez Amaya et al., 2018; Zhan & Xiang, 2018).