Abstract
ABSTRACT This study uses a national longitudinal sample of 612 Latinx STEM bachelor’s degree recipients across 171 higher education institutions to examine the STEM undergraduate experiences and institutional contexts that predict their values toward conducting research that will have a meaningful impact on underserved communities. Results show that several background and precollege characteristics, particular STEM majors, learning about science and technology in society, and institutional characteristics predict this empowerment outcome. While attending a Hispanic-Serving Institution (HSI) did not have a direct effect on the outcome, it was found to reduce the negative effect of majoring in math/statistics and computer science/tech. Implications for our current understanding of Latinx STEM success and the role of HSIs and PWIs are provided.
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