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.
 

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