How Latiné STEM Students' Identities Shaped Community Engagement: A Case Study

Abstract

National efforts to enhance postsecondary science, technology, engineering, and mathematics (STEM) education have continued to emphasize the integration of civic engagement within curricula. Achieving this goal requires that we understand how students' social identities impact their community involvement, particularly for minoritized groups such as Latiné students, that are growing within the United States. This case study explores how 15 STEM Latiné students perceived their identities to influence their community engagement within a scientifically civically engaged course-based undergraduate research experience at a research-intensive Hispanic-Serving Institution. Multiple lines of evidence, including surveys, interviews, social identity mapping, and photovoice were collected. Findings revealed that students' social, science, and place identities significantly shaped their experience of scientific community engagement, presenting both opportunities and challenges. Biculturalism, language proficiency, and shared socioeconomic experiences enhanced students' connections to their communities, promoting motivation, and meaningful engagement. Conversely, differing identities, language barriers, and perceived exclusion hindered participation, highlighting the complexities of belonging. We recommend that STEM instructors consider tenants of culturally responsive education when engaging Latiné students. By understanding the relationship between identity and scientific civic engagement, educators can prepare STEM Latiné students to apply their scientific skills in the service of their communities.

INTRODUCTION

Community Engagement Using Science

In today's increasingly interconnected world, the influence of science and technology extends far beyond the laboratory, permeating virtually every aspect of public life. Individuals with training in science, technology, engineering, and mathematics (STEM) disciplines possess a unique opportunity—and indeed, a responsibility—to engage with the civic dimensions of their fields to promote the public good (Garlick and Levine, 2017). Civic engagement, in our context, refers to individual or collective efforts aimed at strengthening and improving local communities, whether through direct service, collaboration, or advocacy (Adler and Goggin, 2005). To this end, there have been numerous national calls to engage STEM students in civic endeavors (American Association for the Advancement of Science, 2011; The National Task Force on Civic Learning and Democratic Engagement, 2012; Rudolph, 2014; Garlick and Levine, 2017; Levy et al., 2021).

A central goal of these calls is to encourage the development of scientists who will successfully interact with diverse communities, supporting societal well-being using their science knowledge and skills while prioritizing the community's values, needs, and culture. Engaging with the community through science emphasizes integrating scientific knowledge with active involvement, particularly in addressing complex issues like climate change, vaccines, and genetically modified organisms. This approach highlights the need for science to be accessible and relevant to the public through their interaction with scientists, fostering open and inclusive dialogues that reflect and respect the diverse perspectives within communities (Garlick and Levine, 2017).

To address this goal, universities can incorporate civic science into STEM curricula. Civic science emphasizes that scientists, engineers, and other STEM professionals should be more actively involved in civic life because their work has significant societal implications (Levy et al., 2021). Conversely, societal needs and values should inform scientific endeavors (Rudolph, 2014). By integrating civic science education into STEM programs, students have an opportunity to better understand the societal context in which science and technology operate, enhancing their ability to communicate scientific ideas effectively, to incorporate community goals and values into their investigations, and to engage with the public on critical issues (Ross and Jo Fried, 2022).

Innovative Approaches to Community Engagement in STEM Higher Education

Blending science education with community involvement through various educational practices enhances student learning and fosters a sense of civic responsibility (Levy et al., 2021). Many approaches have been taken that successfully accomplish this, including engaging students in informed decision making about socioscientific issues (SSI), (Dauer and Forbes, 2016); involving students in citizen science, where students collect data on public issues (Vance-Chalcraft et al., 2021); and combining place-based education with community action projects (Gallay et al., 2021; Flanagan et al., 2022). These approaches can enhance students' scientific understanding and empower them to become community contributors.

Building on these examples, civically engaged course–based undergraduate research experiences (CE-CUREs) bring community-engaged scientific research to the forefront of undergraduate education, offering students the opportunity to address real-world issues through active engagement. Although traditional CUREs involve students in authentic scientific practices—such as the discovery of new knowledge with relevance beyond the classroom, collaborative work, and iterative processes (Auchincloss et al., 2014; Corwin et al., 2015) CE-CUREs specifically aim to make this research impactful by directly connecting it to socioscientific community issues. For instance, one CE-CURE focused on foodborne illnesses in Côte d'Ivoire, where students integrated classroom learning with public health concerns (Smith et al., 2022). Another CE-CURE was a multi-institutional effort emphasizing community-based participatory research, tackling issues such as hypertension in a local immigrant community and Alzheimer's health literacy. These experiences enhanced students' research skills and understanding of public health, fostered respect for diverse perspectives, and underscored their roles as engaged citizens in scientific inquiry (Malotky et al., 2020). Recent research indicates that CE-CUREs can positively influence students' future predictors of scientific civic engagement (Alam et al., unpublished data; Dunbar-Wallis et al., 2024).

These approaches to science education aim to nurture knowledgeable individuals and informed citizens, equipping them to engage thoughtfully with science-related issues in their communities. They emphasize the importance of understanding science as a dynamic and socially embedded practice. By fostering such skills, science education may better prepare students to participate in civic life, influence public policy, contribute to societal well-being, and address the complex challenges of the modern world (Rudolph and Horibe, 2016).

Complexities of Community Engagement: Belonging, Identity, and Relevance

Despite demonstrating success in increasing students' scientific civic engagement, many of the studies cited in the previous section point to complexities that impact the degree to which students experience positive outcomes from civically engaged courses. One such complexity is how the students' social identities—including ethnicity, gender, and generational status—interact with the course material and the community in question to shape their comfort, engagement, and perceived value of the work being done. An often-overlooked aspect of this engagement is students' psychological connection with their communities, known as a sense of belonging. This cognitive component significantly influences the degree to which students engage with their communities, as it fosters a feeling of attachment and interdependence between students and the communities they serve (Underwood, 2017).

Notably, one study led by the authors of this paper (Alam et al., unpublished data) investigated five civically engaged courses and highlighted the critical role of a sense of belonging in influencing student outcomes. Specifically, we found that a student's precourse sense of belonging to the community with which they were asked to engage during a civically engaged course (for e.g., Boulder, CO) served as a significant predictor of various outcomes, including predictors of future science civic engagement. Dauer et al. (2021) highlighted that students' civic self-efficacy was higher when they felt a strong personal connection to the SSI under consideration. Additionally, students' perception of an issue's importance played a crucial role in shaping their engagement; issues directly relevant to their personal experience were ranked highly, while those perceived as peripheral or less connected to their personal experiences were ranked lower. This perceived importance influenced both their willingness to engage and their belief in the potential impact of their actions. Similarly, Morgan and Streb (2001) found that when students had significant control over the design and implementation of service-learning projects, the civic outcomes were optimistically improved. All of these studies highlight the role of student belonging, values, and personal connections in influencing civic outcomes.

Beyond academic contexts, the feeling of connectedness and belonging within a neighborhood can be essential in shaping how adolescents engage in community activities (Albanesi et al., 2007; Lenzi et al., 2013). When adolescents perceive their neighborhood as supportive and cohesive, they are likely to develop an understanding of responsibility and belonging toward their community (Lenzi et al., 2013; Covarrubias, 2024). This connection can foster a deep emotional bond, motivating young people to contribute to the well-being of their community (Albanesi et al., 2007). The attachment they feel can encourage them to see themselves as part of something larger, prompting them to take responsibility for its upkeep and improvement.

Community Engagement among Underrepresented and Latiné Students

In alignment with the above studies, previous research has sought to describe the relationships that exist between students' belonginess to certain identity groups and the perceptions that they hold regarding their civic engagement experiences. Generally, science students who are from marginalized backgrounds—particularly first-generation, Indigenous, or Latiné backgrounds—prioritize civic engagement more than their nonmarginalized peers and are likewise more motivated to serve their communities. (Garibay, 2015; 2018; Thoman et al., 2015). Morales (2020) provided insight into the experiences of Latiné students at a Hispanic-Serving Institution (HSI). Engaging with communities similar to their own made service work particularly meaningful and relevant for Latiné students. This alignment allowed them to connect deeply with the people that they were helping, fostering a strong sense of personal investment and responsibility. For Latiné young adults in STEM, this commitment can deepen their dedication to their chosen career paths (Frederick et al., 2024). This sense of purpose can reinforce their determination to take on roles where they can make a tangible difference, particularly in areas that directly impact underserved populations, including first-generation and low-income populations who often experience barriers to accessing scientific knowledge, healthcare, and environmental resources.

McGee and Bentley (2017) described this phenomenon as an “equity ethic,” where high-achieving Black and Latiné STEM students express a deep commitment to using their careers to promote justice and social good. Their research highlights how Latiné students often see STEM not just as a pathway for individual success but to give back to their communities. Many of these students choose career paths that allow them to address systemic disparities, integrating social justice, and equity into their professional aspirations. Taken together, these studies illustrate how the collectivist values among Latiné and other students of color in STEM shape their educational experiences and professional aspirations. Moreover, this work highlights the challenging broader social and historical context within STEM: that of a masculine and exclusionary culture that centers individual achievement over collectivist values. In contrast with this, these students' approach to STEM is not solely about individual achievement but is deeply intertwined with a broader mission to uplift their communities.

In this study, we use the term “Latiné” as a gender-neutral and inclusive identifier for individuals from Latin America. Although “Hispanic” refers to individuals from Spanish-speaking countries, we have opted for “Latiné” to encompass all gender identities. Established terms like “HSI” are retained in their original form due to their official usage.

Latiné Students' Community Engagement and STEM Success

Given the above work it is not surprising that, for underrepresented and Latiné students in particular, the prosocial aspects of STEM can be a powerful motivator for staying in the field (Collins et al., 2020). When students see how their STEM education can be directly applied to address societal challenges and contribute to the well-being of their communities, their commitment to their studies and future careers is strengthened. This sense of purpose, driven by the desire to use STEM skills for the greater good, makes pursuing a STEM degree more meaningful and relevant to their lives (Collins et al., 2020). Latiné students who engage in community-oriented STEM activities often achieve higher academic outcomes. For instance, students involved in these programs tend to have higher Grade Point Averages (GPA) and earn more credits than their peers who do not participate in community engagement. By connecting their academic experiences with personal and community values, students are more likely to remain committed to completing their degrees (Villamizar Duarte et al., 2023).

However, the structure of STEM has historically been shaped by a competitive, individualistic, and exclusionary culture that often overlooks or minimizes prosocial values (McGee and Bentley, 2017). Traditional STEM education and career pathways have been largely guided by Eurocentric and masculine norms that prioritize technical mastery, economic advancement, and innovation over equity and community impact. This misalignment can create tensions for Latiné and other marginalized students who enter STEM with a strong desire to engage in socially conscious work (McGee and Bentley, 2017). For many Latiné students, a lack of alignment between STEM curricula and their cultural or personal motivations can lead to disengagement, decreasing their likelihood of persisting in STEM. The lack of explicit integration of social justice and community engagement within STEM disciplines can lead to feelings of alienation and disillusionment, ultimately contributing to the underrepresentation of these students in advanced STEM fields.

CUREs have been shown to enhance Latiné student retention by fostering scientific identity, increasing self-efficacy, and providing equitable access to authentic research experiences. Studies have shown that Latiné students who engage in CUREs are more likely to continue in STEM fields, with one program reporting that 54.3% of participants remained in STEM majors after completing a CURE, and 31.5% graduated with STEM degrees within a year (Shuster et al., 2019). Similarly, a freshman CURE sequence at a majority-Hispanic institution resulted in significantly higher 4-y retention and graduation rates, further demonstrating the long-term benefits of these programs (Echegoyen et al., 2024). Zhang et al. (2025) found that Latiné students in community colleges who participated in CUREs had a 24% higher 1-y retention rate compared with those in traditional laboratory courses. Additionally, CUREs have been shown to cultivate a strong sense of belonging—an essential factor in Latiné student retention—by fostering mentorship, collaboration, and a supportive learning community (Montero, 2024). By embedding research into the curriculum, CUREs provide Latiné students with an opportunity to see themselves as scientists, reinforcing their place within STEM fields and increasing their motivation to persist.

Yet, despite the growing prevalence of CUREs, there continues to be an underrepresentation of Latiné individuals in advanced STEM roles. Latiné groups constitute a substantial part of the U.S. population during prime college-going years, yet their presence among recipients of science and engineering degrees, particularly at higher educational levels, remains disproportionately low (National Center for Science and Engineering Statistics, 2023). Although there has been a gradual increase in the number of Latinés earning STEM degrees over the past decade, they remain less likely to graduate with STEM degrees than their non-STEM counterparts. This educational disparity directly contributes to their continued underrepresentation in the STEM workforce, emphasizing the need for more effective strategies to support Latiné students in these fields (Fry et al., 2021).

The underrepresentation of Latiné students in STEM is not merely a pipeline issue but is shaped by a range of systemic and structural barriers. Research has shown that Latiné students often experience a sense of alienation and invisibility in STEM environments, where they are frequently one of the few, if not the only, students from their racial/ethnic background in classrooms and laboratories (Strayhorn et al., 2013). This lack of representation can contribute to feelings of isolation, difficulty forming peer networks, and limited access to culturally relevant mentorship. Additionally, the rigor and structure of STEM curricula often fail to account for the unique challenges faced by Latiné students, such as disparities in precollege preparation, financial instability, and familial responsibilities (Bravo and Stephens, 2023). These students are more likely to juggle employment while studying, limiting their ability to participate in research experiences and internships that are critical for STEM career advancement (Bravo and Stephens, 2023).

Research Question

Given the underrepresentation of Latiné individuals in STEM roles and the higher motivation of these groups when engaging in prosocial endeavors, scientific civic education represents a potentially important practice for retaining these students. However, engaging students in civic work must be undertaken with care and attention to the role of belonging and identity within the classroom. The work described above points to a pressing need to understand how identity influences civic engagement for STEM students. Yet, little is known about how identity acts to influence STEM students' sense of civic engagement. Understanding this is particularly critical for Latiné students, who are underrepresented in STEM fields and may face unique challenges when navigating their cultural identities within STEM disciplines.

This study qualitatively explores how STEM students' identities and lived experiences influence their community engagement in a CE-CURE, addressing the gaps identified in prior work (e.g., Alam et al., unpublished data; Dauer et al., 2021). The CE-CURE program at the University of Texas, El Paso, offers a unique platform for this exploration, as it integrates community engagement into STEM education with a focus on serving the El Paso community. This region, predominantly composed of Latiné individuals, presents a rich cultural landscape influenced by Mexican and American Latiné cultures. These cultural intersections introduce complexities in understanding how Latiné students navigate their identities within the STEM field. Given the program design, we explored the question:

How do Latiné STEM students perceive their identities to influence their community engagement in the context of a CE-CURE conducted within a majority Latiné community?

Our aim in investigating this question is that educators and policymakers can use our findings to better support Latiné students in STEM, potentially improving retention rates and fostering a more inclusive STEM community.

THEORETICAL FRAMEWORKS

Sense of Belonging and Identity

Sense of belonging is a dynamic process shaped by various interconnected factors. Allen et al. (2021) argued that developing a sense of belonging requires individual abilities and supportive environments. Although individuals might possess the social skills necessary to connect with others, these abilities alone are insufficient. Equally important is the availability of spaces and opportunities for meaningful connections. In the absence of such contexts, belonging may be hindered, even for socially adept individuals. How these experiences are interpreted also plays a critical role, influencing whether individuals feel a sense of belonging or alienation (Allen et al., 2021).

A significant aspect of feeling accepted is tied to shared social identities, such as race, gender, or cultural background. Research shows that individuals experience a stronger sense of belonging when connecting with others with similar identities (Reed, 2021; Lee et al., 2023). This commonality creates a space where they feel understood, supported, and able to express their authentic selves without needing to conform to dominant cultural norms, institutional expectations, or societal pressures that often marginalize their identities. These shared experiences provide reassurance, solidarity, and a deeper sense of inclusion for those with stigmatized identities (Lee et al., 2023).

Although our study does not explicitly focus on the sense of belonging, it provides an essential context for understanding how students' identities interact with their engagement within a community. Identity informs belonging, and belonging mediates the relationship between an individual and their community engagement (Alam et al., unpublished data; Reed, 2021). In civically engaged classes, students' identity and identity alignment with the community with which they work—informs their sense of belonging to that community and their sense of efficacy within civically engaged experiences. This builds on prior work by Alam et al. (unpublished data), which suggested that belonging—and, by extension, identity—may influence student outcomes in civically engaged courses. Our study delves into identity frameworks that are likely to directly shape student engagement and outcomes in CE-CUREs, including within our specific context. We explore how social, science, and place identity interact with students' community engagement experiences.

Social Identity Approach

The social identity approach explains how individuals define themselves based on the groups they belong to and how these group memberships influence their behavior (Reicher et al., 2010). This approach includes two fundamental theories: social identity theory (Tajfel, 1981) and self-categorization theory (Turner et al., 1979). These theories explain how group identities shape people's interactions, especially how they perceive themselves and others as part of different groups.

At its core, social identity refers to how individuals' sense of self is connected to their belonging groups, such as nationality, gender, or team membership. People derive meaning and self-esteem from these groups, and their behavior often aligns with the group's values and norms (Tajfel, 1981). Central to this approach is the distinction between in-groups (the groups one belongs to) and out-groups (those one does not). People tend to favor their in-group and may view out-groups less positively, often leading to bias or discrimination.

A vital component of this process is social categorization, where people classify themselves and others into groups (Turner et al., 1979). This categorization helps individuals simplify their social environment and can result in stereotyping and group-based judgments. Through this process, individuals adopt the behaviors and attitudes of the group that they identify with. As a result, people may start to see themselves less as unique individuals and more as group representatives. This shift in identity from the personal to the collective has implications for long-term engagement in social and political causes. When individuals internalize the values and norms of a group, they align their behaviors, emotions, and beliefs with the group's objectives (Thomas et al., 2009). This deep connection to the group fosters a sense of purpose and shared responsibility, which significantly sustains commitment over time. This sense of belonging motivates not only initial involvement but also long-term dedication.

Overall, the social identity approach offers a way to understand how people's group memberships shape their behavior and interactions with others. In our study, the social identity approach is primarily investigated in the context of Latiné identity and other emergent identities mentioned by students, examining how these identities influence community engagement.

Science Identity

Science identity refers to how individuals perceive themselves and are perceived by others within the context of science, shaping their interest, persistence, and success in scientific fields (Jiang and Wei, 2023). It involves personal recognition of being a “science person” and external validation from others within the scientific community, such as teachers and peers. Students with a well-developed science identity are often more committed to their scientific pursuits and continue in STEM despite systemic challenges that may otherwise discourage participation (Morton and Nkrumah, 2021). Various factors can play significant roles in the development of science identity among college students. Social and cultural influences are pivotal, particularly interactions with peers, mentors, and family members (Jiang and Wei, 2023). Students' science identity is strengthened when they receive positive recognition from these groups. Conversely, negative stereotypes, particularly related to gender and ethnicity, often lead students—especially women and minoritized students—to question their place in science, thus requiring them to navigate exclusionary structures that undermine their identification with the field (Morton and Nkrumah, 2021).

The development of science identity is not just an individual process but is shaped by dominant disciplinary norms and societal expectations. Estrada et al. (2024) highlighted how underrepresented students in STEM, particularly Black and Latiné students, experience tensions between their racial–ethnic identity and their scientist identity. Their work suggested that science identity formation involves navigating conflicting expectations, where students must integrate their cultural backgrounds with the dominant norms of STEM disciplines, which historically reflect white, male, and individualistic values. These tensions can create a sense of identity conflict, where students feel pressured to assimilate into STEM's traditional culture or risk being perceived as outsiders.

Personal motivations, particularly altruistic goals, can influence students' identification with science (Jiang and Wei, 2023). Many students pursue science not only for personal achievement but also to make meaningful contributions to society. The desire to give back to their communities and help others can shape someone's commitment to the field, further strengthening their sense of belonging within science. Jackson et al. (2016) found that culturally connected career goals were crucial in motivating marginalized students, especially first-generation college students, to persist in science. These students were more likely to remain committed to their science majors when they believed their careers could fulfill prosocial goals. Estrada et al. (2024) further support this by demonstrating that students who can integrate their scientist identity with their racial–ethnic identity—rather than seeing them as conflicting—are more likely to persist in science careers. They emphasize that fostering an inclusive scientific culture that values diverse identities is essential in reducing the identity conflicts faced by underrepresented students. The alignment between values, prosocial motivations, and career goals emerged as a critical factor in shaping students' sustained interest in and identification with science.

Latiné students in STEM face unique barriers that influence their science identity development. Research has shown that they often experience a lack of representation, limited access to STEM-specific mentoring, and cultural expectations that may not always align with a traditional science trajectory. Rodriguez et al. (2017) emphasized the importance of self-recognition and external recognition in the science identity formation of Latinas in STEM. Their study highlighted that Latina students often struggled with self-perception as scientists due to a lack of external validation but persisted when they received recognition from mentors, family, or peers. Similarly, Hernandez et al. (2013) found that participation in undergraduate research significantly influenced the development of science identity for underrepresented students, as it provided hands-on experiences that reinforced their self-perception as scientists. Rodriguez and Blaney (2020) further demonstrated that Latina students in STEM sought identity-based support systems, such as cultural STEM organizations, to enhance their sense of belonging and reaffirm their identities as scientists.

In addition to these influences, science identity has been shown to affect students' engagement with their communities. According to Murphy and Kelp (2023), students who had a strong sense of themselves as scientists were more likely to participate in community engagement activities. This connection between science identity and civic engagement was also seen to create a reciprocal effect: as students engaged in science outreach, their sense of belonging within the scientific community was reinforced, encouraging further involvement.

In summary, science identity is critical in determining students' persistence and success in science-related fields. For underrepresented minority students, aligning prosocial values and science careers is crucial in fostering a solid science identity. Latiné students in STEM, particularly Latinas, experience unique challenges in developing science identity due to systemic barriers, implicit bias, and underrepresentation in STEM spaces. However, studies show that fostering external validation, building supportive mentorship networks, and engaging in culturally relevant STEM experiences can enhance their persistence and success in science fields (Rodriguez et al., 2017). By acknowledging how racial–ethnic identities intersect with science identity, and how STEM's dominant culture can create tensions for underrepresented students, we provide a more comprehensive understanding of the challenges Latiné students face in STEM. In our study, science identity is primarily investigated in the context of STEM students enrolled in a CE-CURE, aiming to use their science skills during community engagement.

Place Identity

Place identity refers to the part of an individual's identity that develops through their interaction with physical environments. Hauge (2007) explained that place identity involves how individuals incorporate places—such as homes, neighborhoods, or cities—into their broader sense of self. This identity forms through memories, values, and experiences associated with specific physical settings. In this way, the environment becomes a critical element in shaping who people are, alongside other identity categories such as gender, social class, or ethnicity.

Building on this concept, Strandberg and Styvén (2024) explored how individuals connect with places in three primary ways: thoughts, feelings, and actions. In terms of thoughts, people often defined themselves based on where they lived, with some seeing this connection as central to their identity. This cognitive link included evaluating how well a place aligned with its values and beliefs. The emotional dimension further emphasizes individuals' strong attachments toward specific locations, shaping their sense of belonging. Many participants reported feeling an urge to return to a place if they had been away, highlighting how deep emotional ties strengthened their connection. Finally, the study showed that this attachment often influenced behavior, with those feeling rooted in a location more likely to engage in community activities or make life choices based on that connection—especially when the place met essential needs such as work or family life.

Research further supports these findings by linking place attachment to increased community participation and collective action. Manzo and Perkins (2006) found that emotional connections to places can motivate individuals to act in improving their neighborhoods or participating in local planning efforts, fostering a sense of responsibility that leads residents to invest in their community both emotionally and practically. They also discussed that individuals with strong place attachments are more likely to engage in activities that contribute to the revitalization of their surroundings, underscoring the role place identity plays in promoting community engagement. A meta-analysis by Talò (2018) further supported this, revealing a positive association between place identity and community engagement. Individuals with a solid attachment to their community were found to be more likely to participate in local initiatives, volunteer, or engage in collective efforts to improve their surroundings, whether in urban or rural environments. These emotional bonds fostered engagement and motivated people to take an active role in maintaining and developing their community.

Research specific to Latiné populations provides additional insights into the role of place identity in shaping civic engagement and community belonging. Estrella and Kelley (2017) explored place attachment among civically engaged Puerto Rican youth, revealing that attachment to their ethnic enclave played a significant role in fostering community involvement and activism. Their findings indicate that for these youth, place attachment was multidimensional, identity-affirming, and directly tied to their motivation for civic engagement. The study highlighted that their emotional and cultural connections to their community led to participation in social justice initiatives, reflecting the broader role of place identity in shaping civic action among Latiné populations. Additionally, Chowdhury (2023) examined the intersection of ethnicity, locality, and belonging among ethnic minority emerging adults. The study found that cultural background, shared experiences, and city of upbringing significantly influenced identity development and community participation. Notably, the research emphasized that for many Latiné individuals, place identity is deeply interwoven with ethnic group affiliation, reinforcing the connection between physical spaces and cultural identity.

In conclusion, place identity can play a significant role in shaping how individuals connect with their surroundings. This is particularly relevant in the context of Latiné populations, where place identity not only influences personal identity but also strengthens community bonds and fosters civic engagement. In the context of our research, this is relevant to students attending the University of Texas at El Paso, (2024) (UTEP), where their place identity in a unique border city like El Paso, influences their community engagement. Notably, most students who attend UTEP are also residents of El Paso and grew up in or near the city.

Nonintersectional Approach

In our study, we intentionally focused on social, science, and place identity as distinct and independent frameworks. Although we acknowledge that these identities can interact and overlap in shaping students' experiences (Crenshaw, 1991), our analysis examines each framework separately to better understand its unique contribution to community engagement. The primary reason for this approach is to assess the specific effects of each identity on students' community engagement within the context of STEM education. By focusing on individual identity frameworks, we aim to provide a clearer understanding of how each identity—social, science, or place—functions in shaping student experiences. This decision aligns with the scope of our study, which seeks to investigate how Latiné STEM students engage with their communities through the lens of these distinct identities. We recognize the potential for future research to explore the intersections of these identities in greater depth, and we address the limitations of our approach later in the study.

MATERIALS AND METHODS

This study was conducted as a revelatory single case study, uniquely positioned to explore the influence of identities on community engagement within a specific academic context (Yin, 2018). The research took place at the UTEP during Spring 2023 and was part of a broader two-semester course sequence designed to integrate community engagement with scientific research.

Institutional Context

UTEP is an R1 HSI located on the United States–Mexico border in El Paso, Texas, a location rich with its own history and culture (Wilson, 2023). As one of the largest HSIs in the United States, UTEP plays a critical role in providing educational opportunities to a diverse student population, the majority of whom are Latiné and first-generation. UTEP's unique geographic and cultural position shapes its academic mission and community engagement efforts. This makes it a particularly unique setting for a study focused on the intersection of social identity, science education, and civic engagement.

Course Context

The study participants were STEM students enrolled in a two-semester Biology CE-CURE sequence. In the Fall 2022 semester (the first semester of the CE-CURE), students participated in a “Health Disparities in El Paso” course, which provided them with authentic research experiences focused on public health and environmental science. In teams, students developed science research questions focused on understanding environmental/social conditions that gave rise to health concerns. They then conducted experiments and analyzed data relevant to the local community's health disparities. Their projects addressed a range of critical issues, including proper hand hygiene practices, carbon capture technology, air quality at the border, microbiomes in campus restrooms, community gardens, and the affordability and access to sunscreen. This foundational work set the stage for the subsequent semester, where the focus shifted from research to community engagement.

In the Spring 2023, most (78%) of the students who participated in the first-semester CE-CURE enrolled in “Civic Engagement and Leadership in STEM” (referred to as BIOL 4395, the second semester of the CE-CURE), a course built directly on their prior research experiences. This course was designed to deepen students' understanding of how to apply their scientific knowledge in community settings. Similar to the structure described by Olimpo et al. (2019), where community engagement was integrated into a CURE, this course aimed to bridge the gap between scientific inquiry and community involvement. This approach allowed students to continue developing their research while emphasizing their role in addressing public health challenges through direct engagement with the community. In teams, the students planned, executed, and evaluated civic outreach efforts informed by their research. One example of an outreach effort was a group of students who created brochures and presentations for elementary and middle school children, as well as their parents, to promote sunscreen use based on their CURE research from Fall 2022. All students in the class were required to present their work to the population that they were aiming to positively impact. These presentations spanned from more formal (e.g., the presentation above) to informal (tabling on the UT El Paso Campus). The syllabus for BIOL 4395 is included in the Supplemental Material.

Research Methodology

As a methodology, a case study provides a framework for conducting research that emphasizes understanding the complexity and particularity of the case (Yin, 2018). This study used a single case-study design, focusing on the community of Latiné students at UTEP enrolled in BIOL 4395 in Spring 2023. Within this single case, multiple embedded units of analysis were examined—specifically, the 15 individual Latiné students who participated in the research study out of the 23 enrolled in the course (Table 1). Thus, this case study is bound by several factors. First, it specifically examines a CE-CURE in the year 2023, a time at which Latiné populations were growing the United States and, in many places, becoming a majority-minority. Second, it is in a location within the United States where most of the population has a Latiné background, El Paso. This is unique currently, but as the Latiné population continues to grow, this will be the norm in more cities across the United States. Third, the geographic location of El Paso on the border and directly adjacent to Ciudad Juárez is unique in bringing in Mexican culture alongside American culture. Finally, the students in this case study identify as Latiné, members of the same—albeit quite large and diverse—group as the communities within El Paso. Finally, the context of this class is a CE-CURE course sequence (BIOL 4395; Spring 2023), which builds on a prior semester of research and emphasizes civic engagement within the El Paso community. All these factors help to bound our case and make it particularly notable and interesting as we describe below.

TABLE 1.

Demographic characteristics of study participants in BIOL 4395. Note: "NR" denotes participants who did not report data in this demographic category.

Pseudonym	Age	Race	Ethnicity	Hispanic identity	Gender	School year
Barrios	NR	NR	Hispanic	Mexican-American	NR	NR
Alvarez	24	NR	Hispanic	Mexican-American	Woman	5+
Benitez	NR	NR	Hispanic	Mexican-American	NR	5+
Castillo	NR	White	Hispanic	Mexican	NR	4th
Garza	19	NR	Hispanic	Mexican-American	Man	2nd
Herrera	22	NR	Hispanic	Mexican-American	Woman	4th
Lopez	22	NR	Hispanic	Mexican-American	Non-binary	4th
Ybarra	23	Asian	Hispanic	Chicano/a/x	Man	4th
Soto	21	NR	Hispanic	Mexican-American	Man	3rd
Ramirez	22	NR	Hispanic	Mexican-American	Man	5+
Ramos	21	NR	Hispanic	Mexican-American	Woman	4th
Quinones	19	NR	Hispanic	Mexican	Man	3rd
Sanchez	21	NR	Hispanic	Mexican-American	Woman	3rd
Mendoza	21	NR	Hispanic	Mexican-American	Woman	4th
Morales	21	NR	Hispanic	Mexican-American	Woman	4th

As a research method, the case study refers to the specific techniques used to collect data about the case (Yin, 2018). In this study, these methods included a combination of surveys, interviews, social identity mapping (SIM; Cruwys et al., 2016), and photovoice assignments (Wang and Burris, 1997). Each method was carefully chosen to gather detailed and rich data about the participants' experiences and social identities.

We describe this as a revelatory single case-study design because it explores a context not previously accessible to empirical study: Latiné undergraduate students engaging in a CE-CURE within their own community. This study uniquely examines how these underrepresented students, as a majority in this class, navigate their dual roles as both community members and students applying scientific knowledge in a real-world setting. Given the projected increase in Latiné representation in the United States and the importance of retaining Latiné students in STEM, this research provides valuable insights into how Latiné STEM identities shape students' perceptions of their ability to engage with and contribute to their communities. The CE-CURE framework itself is novel in STEM education, integrating community engagement directly into the curriculum, which has been underexplored in the context of Latiné students working within their own community.

Data Collection

Students were recruited through an Institutional Review Board-approved process, and I.A. visited the class during the first week of the semester to explain the study and address any questions. Participation was voluntary, and students who completed the study received compensation ($50 Amazon gift card) for each interview session. Data collection for this study was structured across three key phases during the Spring 2023 semester: the course's initial, middle, and final phases. Each phase used a combination of qualitative methods to capture the participants' nuanced experiences.

First Phase.

At the beginning of the Spring 2023 semester, participants were asked to complete a Qualtrics survey that included scales that were likely to be valid for use within the Latiné undergraduate population to describe various aspects of their identity and engagement, including belonging, (i.e., sense of belonging; Bollen and Hoyle, 1990), the revised multigroup ethnic identity measure (MEIM-R; Phinney and Ong, 2007) and the other group orientation subscale (MEIM; Phinney, 1992), which are recognized in the field for their reliability and validity of use across multiple contexts. In addition, demographic questions were included to gather information on participants' background, including specific questions about their Latiné identity. The survey provided baseline data on participants' social identities, which were later explored in greater depth during the interviews. For example, if a student reported a strong sense of ethnic identity but lower levels of engagement with communities that shared their background, follow-up questions were asked to clarify this disconnect. Although we do not discuss survey data in detail as it were primarily used as a tool to gather baseline information and guide subsequent data collection, results from the surveys are included as a spreadsheet in the Supplemental Material.

In semistructured interviews that followed the survey, I.A. used a set protocol to explore key aspects of the students' identities—such as ethnic identity, socioeconomic status, and immigrant generational status—and how these factors influenced their community engagement (see Supplemental Material for questions). A primary focus of these initial interviews was understanding how identity factors shaped students' motivation, comfort, and likelihood of engaging in community activities within the context of BIOL 4395, as well as their sense of belonging to the El Paso community. For example, when discussing ethnic identity, I.A. asked questions designed to explore how students shared cultural characteristics—such as language, ancestry, and beliefs—with the specific Latiné identity they stated in their survey, and how these influenced their experiences.

Middle Phase

During this phase, students were asked to create SIMs in class, with guidance and support from I.A. (see Supplemental Material for directions). The SIM protocol was adapted from the work of Cruwys et al. (2016), providing a structured yet flexible approach to visualizing and assessing multiple group memberships.

I.A. actively assisted students as they developed their SIMs, guiding them through reflecting on and visually representing the various groups or identities they associate with. Using the Miro-platform (miro.com), students began by listing these identities on virtual sticky notes, adjusting the size of each note to reflect the importance they felt that identity held in their lives. Students were asked to position their identities near each other based on how similar or different they felt these identities were. To further elaborate on the relationships between their identities, students used colored connection lines: green to indicate positive or compatible relationships, orange for moderate relationships, and red for negative or noncompatible relationships. This visual representation allowed students to tangibly articulate the complexity of their social identities. A unique aspect of this protocol included an “El Paso” sticky note for each student, where students indicated how their various identities influenced their engagement with the El Paso community—the specific community that BIOL 4395 asked the students to consider in their research and to engage with. This step was crucial in linking their social identities with the focus of the course—community engagement within the local community. After completing their maps, students shared them with I.A. via a Qualtrics survey, providing a digital record of their SIMs that was then used in subsequent online interviews.

The interviews associated with the SIMs were open-ended and exploratory, allowing students to discuss their SIMs' content and the relationships between their identities in depth. The primary purpose of these interviews was to understand how students' social identities interacted and influenced their engagement with the El Paso community. Additionally, these interviews aimed to capture aspects of students' social identities that were not typically considered or anticipated during the research design phase. By giving students the flexibility to define and map their own identities, we sought to uncover identities that might have been overlooked in the initial research framework providing a more comprehensive view of the complex ways identity shapes community engagement.

Final Phase.

The final data collection phase took place in the last week of the semester. Participants were asked to complete a second survey, which again utilized scales that were likely to be valid for use with undergraduate students to measure changes in their perceptions of scientific community engagement (Alam et al., 2023), perceived cohesion (Bollen and Hoyle, 1990), and science identity (subscale from PITS; Hanauer et al., 2016). Following the survey, I.A. conducted semistructured interviews via Zoom, similar to the process used in the initial phase (see Supplemental Material for questions). These final interviews focused on assessing participants' confidence in using their science skills for community engagement, their plans for applying these skills, and any changes in their connection to both the El Paso community and their own identified communities. As with the first interviews, participants' survey responses were referenced during the discussions to provide context and prompt further reflection, allowing for more detailed insights into their experiences and any shifts in their engagement over time to be documented. For more on the structure and approach of the interviews, please refer to the process described in the first phase.

Photovoice.

An integral part of the data collection process was the use of photovoice assignments (Wang and Burris, 1997), which were completed weekly throughout the Spring 2023 semester. Each week, students were asked to take photographs related to specific themes connected to the course and their community engagement efforts (see Supplemental Material for prompts, which were generated by I.A. and J.T.O). The photographs and accompanying reflections were uploaded to Qualtrics. These assignments allowed students to express their experiences visually and narratively, providing a rich source of qualitative data.

These assignments helped investigate the central question of how students' social identities influenced their community engagement, particularly in ways that might not have been fully captured through other data collection methods. By encouraging students to express their thoughts and feelings in-the-moment and through images, this method offered a different lens through which to explore identity and engagement.

Ethical Considerations

The IRB approved the protocol (#22-0563) at the University of Colorado Boulder. All participants were fully informed about the study's nature, their rights as participants, and the measures to protect their confidentiality. Data presented here are deidentified.

Data Analysis

Our data analysis followed the principles of reflexive thematic analysis (RTA), a method suited for exploring complex and nuanced participant experiences. RTA emphasizes the active role of the researcher in identifying and interpreting themes within the data, making it an ideal approach for examining the intersections of social identity, community engagement, and academic experiences among Latiné students in a STEM course (Braun and Clarke, 2021; 2023).

Reflexivity and Positionality.

Reflexivity was integral to our approach as we continuously reflected on how our backgrounds, values, and assumptions might influence interpretation of the data (Braun and Clarke, 2023). We have provided statements for all authors below to clarify our identities and how they might have shaped the analysis.

I.A. (South Asian, cis-gender man) is an international doctoral candidate in the biological sciences. His interest lies in exploring methods of assessing learning outcomes and the relationship between community engagement and social identities. Identifying as a person of color in the United States, I.A. aims to apply his skills and perspectives to support evidence-based DEIA (diversity, equity, inclusion, and accessibility) research and outcomes. I.A. was present in the BIOL 4395 laboratory during the data collection phase, engaging directly with students and clarifying his role as a researcher.

I.A.'s experience as a person of color in the United States brought a heightened sensitivity to the complexities of ethnic identity and its influence on community engagement. His personal experiences navigating ethnic and cultural identities within academic spaces, combined with his interest in DEIA, informed his approach to coding and theme development. This perspective was particularly valuable in identifying themes related to the challenges and opportunities encountered by students who, like himself, navigate multiple cultural identities.

L.A.C. (White, cis-gender woman) is an associate professor studying discipline-based education research in Biology at an R1 institution. She focuses on understanding how undergraduate students learn from research experiences and particularly course-based research. She specifically investigates the impact of involving students in research that serves a local community on their future scientific civic engagement. She also works extensively within community college contexts and with community college collaborators, who frequently serve students who live permanently within the communities where their institutions are located, not unlike many students attending UT El Paso.

L.A.C.'s experience as a former community college educator and an individual from a rural community in which many members rely on community support informed her lens in viewing the data. In particular, she was able to consider how both living in and working with the El Paso community may have informed the challenges and opportunities the students detailed when describing how their identities both enabled them and served as obstacles to community engagement.

J.T.O. (White, cis-gender man) is the Director of the Office of Educational Innovation and Assessment at an R1 institution. He is a discipline-based education researcher focusing on the affective and psychosocial outcomes associated with novices' participation in discovery-based research opportunities and the impact of professional development on the career growth of graduate student instructors. As the instructor and designer of BIOL 4395, J.T.O. brought insider knowledge on course setup and community interactions, which informed the analysis.

J.T.O. had been a member of the El Paso and UTEP communities for nearly a decade and found both to be vibrant, welcoming, and supportive. These attributes, and his engagement with a diversity of individuals in both academic and nonacademic spheres within the region, informed his approach to this research. Notably, J.T.O. has witnessed firsthand the successes and challenges experienced by students enrolled at UTEP, which likewise shaped his understanding of the data.

Researcher Accountability.

Although no member of the research team identifies as Latiné, we approached this study with intentionality and responsibility. Our interest in investigating the experiences of Latiné students in STEM was informed by the demographic realities of our study context, an HSI, and the underrepresentation of Latiné individuals in STEM fields nationally. Recognizing that our own identities differ from those of the participants, we actively sought to inform ourselves about the structural contexts shaping Latiné experiences in higher education and STEM. We also strove to apply our own expertise in identity and place-based research without overreaching or overinterpreting beyond our experiences, identities, and training. Thus, we applied frameworks with which we were familiar to the data, being cautious to represent our participants' voices and meaning with accuracy.

In line with Milner (2007), we acknowledge that researchers must navigate “dangers seen, unseen, and unforeseen” when studying communities with different racial and cultural backgrounds. We took deliberate steps to minimize the potential misinterpretation or misrepresentation of Latiné student experiences by engaging with existing literature and critically reflecting on our positionality throughout the research process. Rather than assuming neutrality or detachment, we remained mindful of how our perspectives and backgrounds shaped our interpretations.

Data Familiarization.

We began by immersing ourselves in the data to ensure a deep understanding before the formal analysis. All interviews were transcribed verbatim using Rev, a professional transcription service. I.A. reviewed the data multiple times to familiarize himself with current and emerging themes. J.T.O. then conducted his review of the data, following the same process as I.A. Through repeated engagement with the data, we gained a deeper understanding of the context in which the students operated, allowing us to more accurately interpret their narratives within the broader framework of social identity and community engagement. I.A and J.T.O. met weekly to discuss progress, the development, and refinement of the codebook. During this process, they created memos in Dedoose to track their thought processes and to leave placeholders for discussions.

Coding Process.

The coding process was conducted collaboratively by I.A. and J.T.O. using Dedoose, following the principles of RTA. Initially, I.A. developed a codebook based on the study's theoretical frameworks and research questions, which included categories such as “identity,” “community engagement,” “STEM,” and “cultural connection.” To ensure consistency, I.A. provided clear definitions for each code, allowing J.T.O. to apply them effectively. Consistent with the flexible nature of RTA (Braun and Clarke, 2023), the codebook evolved as new codes emerged to capture the richness of the participants' narratives. When a code's meaning was unclear or did not fully resonate with J.T.O., he met with I.A. to discuss and clarify the code's intent. These discussions allowed for a shared understanding of the codes and ensured consistent application during the coding process.

Multiple rounds of coding were conducted to thoroughly explore and refine the data. After the initial round, I.A. and J.T.O. revisited the interview data to adjust codes as new themes emerged. This iterative process allowed for a more detailed and nuanced analysis, as previously coded data were reviewed to maintain consistency with emerging themes. Due to the semistructured nature of the interview questions and both researchers' prior experience with qualitative analysis in the context of scientific civic engagement, discrepancies were minimal.

L.A.C. was brought in to review the coding and act as a tiebreaker when I.A. and J.T.O. could not reach consensus. Before this, L.A.C. was trained on the codebook through an initial orientation session with I.A., where the key categories, definitions, and their applications were explained in detail. During this training, L.A.C. was encouraged to ask questions and clarify her understanding of the codes and coding framework. This allowed her to become familiar with the nuances of the codebook and ensured that she was aligned with the intended meaning of each code before engaging in the review process.

When discrepancies arose, L.A.C.'s impartial perspective was invaluable in resolving any remaining disagreements. Her limited prior exposure to the data, combined with her qualitative research experience in scientific civic engagement, provided an additional lens that helped finalize coding decisions and ensure the robustness of the analysis (Braun and Clarke, 2021).

Triangulation

To ensure the robustness of our findings, we used triangulation by comparing codes identified across different data sources, including interviews, SIMs, and photovoice submissions. This approach helped confirm the consistency of key themes across multiple contexts, thereby enhancing the credibility and depth of our analysis.

In some instances, certain codes appeared consistently across all three data sources, reinforcing the validity of those themes. For example, a student who mentioned language barriers during interviews often visualized these barriers in their SIM and discussed them further in their photovoice reflections. The recurrence of such themes across multiple methods strengthened the conclusion that these were significant aspects of the students' experience. However, for most codes, their presence in at least two data sources was sufficient to warrant inclusion in the analysis, as it demonstrated their relevance to the research questions and provided diverse perspectives on how students navigated their identities and community engagement.

When a code did not appear across all data sources, it was not automatically excluded. Instead, its absence prompted reflection on how students might express their identities differently depending on the method or context. For instance, some identity-related themes were more context-specific, surfacing strongly in interviews but less so in SIMs or photovoice. Such codes were still included if they provided meaningful insights into the relationship between identity and community engagement.

Through triangulation, we were able to uncover nuanced differences in how students articulated their identities and engagement across different contexts. This comprehensive approach confirmed the anticipated ways students connected their identities to civic engagement and highlighted unexpected and emergent themes, ultimately supporting the analysis's richness and credibility.

Theme Development.

Thematic analysis involved identifying and developing themes from the coded data. In line with RTA, these themes were not merely data summaries but interpretative stories that captured patterns of meaning across the dataset (Braun and Clarke, 2021). The focus of theme development was to create rich, interpretative insights that addressed the research questions. If an identity was explicitly mentioned as influencing community engagement, it was included in the analysis. However, instances where identities were discussed without connecting them to community engagement were not incorporated.

In the process of developing themes, the coded data were grouped based on patterns of co-occurrence and conceptual connections. Codes that frequently appeared together or related closely in terms of meaning were grouped into preliminary theme categories. These groupings were guided by the study's theoretical frameworks and how the students discussed their identities and community engagement. For example, codes related to “ethnic identity,” and “language” were often analyzed together when they consistently co-occurred within the students' narratives.

To ensure coherence, I.A. created initial groupings of codes and then met with J.T.O. and L.A.C. to discuss whether these groupings aligned with the theoretical frameworks and whether they were supported by sufficient patterns in the data. This collaborative process helped refine the groupings, as each researcher contributed feedback on how well the codes fit within emerging themes. Themes were either expanded or merged based on these discussions, ensuring that they captured meaningful insights rather than simply summarizing the data.

During the final stage of thematic analysis, parsimony was prioritized. Themes that were conceptually similar were merged to avoid redundancy, and those that did not directly address the research questions or lacked sufficient data support were discarded. The remaining themes represented the theoretical focus of the research and the authentic patterns of meaning that emerged from the data.

Reporting Findings.

In reporting our findings, we aimed to capture the richness of the students' experiences through narrative descriptions, direct quotes, and visual representations of their SIMs and photovoice submissions. Quotes from excerpts were selected when they referenced community engagement and any form of identity. Additional quotes were included to provide context and enhance the narrative, ensuring that the themes were presented in a way that was both engaging and deeply informative (Braun and Clarke, 2021; 2023). Photovoice submissions were included when they offered a visual narrative that enhanced or added depth to the themes identified in the interviews. Although most SIMs aligned with the expected patterns, only one was included in the findings due to its uniqueness. This SIM stood out because the student used emojis to convey complex emotions and relationships, which was not part of the original protocol. The inclusion of this SIM captured nuances of identity that might not have been fully expressed in verbal descriptions alone. By incorporating various forms of evidence, we aimed to provide a comprehensive view of the students' experiences.

FINDINGS

The study sample consisted of 15 Latiné students enrolled in the BIOL 4395 course at the UTEP. Participants' demographics are presented in Table 1. This diverse group reflects various experiences and identities within the broader community of Latiné students in BIOL 4395. Given that this study examines how Latiné STEM students perceive their identities as influencing their community engagement in the context of a CE-CURE, we present major findings based on the three forms of identity previously discussed. This approach aligns with our theoretical lenses.

Social Identities

This major theme illuminates the interplay between various aspects of social identity and community engagement in El Paso. Students often possessed multiple social identities that influenced their community interactions, depending on the context. For example, some identities served as assets, such as biculturalism, which provided a unique advantage in navigating multiple cultural contexts. However, some students encountered barriers to engagement due to structural and social dynamics within the community, including the ways in which dominant cultural norms, even within an HSI, can create exclusionary environments. These experiences highlight how institutional and societal factors shape students' sense of belonging and participation, rather than positioning identity itself as a limiting factor. Collectively, these factors underscore the multifaceted nature of identity and its critical role in shaping how individuals connect with and contribute to communities, particularly within the diverse context of El Paso.

Ethnic and Cultural Identity.

The narratives in this section exemplify the influence of cultural background on a student's interactions within their community. Biculturalism, defined as the ability to navigate and integrate both one's heritage culture and the culture of the surrounding society effectively (Schwartz and Unger, 2010), provided a unique advantage by enabling individuals to navigate and connect with multiple cultural contexts, enhancing community engagement and communication. Pride in one's cultural heritage often drove a keen sense of social responsibility, motivating students to actively contribute to their communities' well-being. However, when cultural identities were incongruous with or differed from the dominant culture, students faced barriers to full participation, leading to feelings of otherness and disconnection.

Subtheme 1: Biculturalism and Pride

Bicultural identity allowed students to integrate different cultural influences that enhanced communication and enabled them to relate to different groups, fostering a deeper connection, and understanding within their community in El Paso.

Alvarez emphasized the benefits of her bicultural identity, explaining that being Latiné allowed her to navigate American and Mexican cultures. She noted, “Being a Latiné, you have both different cultures like American and Mexican… you can approach them in the American way versus if they're really Mexican you can approach ‘em like how they usually like agree [with] each other.” Garza also identified as having a dual identity that strengthened his connection to the Mexican American community in El Paso. He expressed pride that enhanced his ability to engage; “I feel proud to be both Mexican and American, and it makes being Latiné an impactful way for me to engage with the El Paso community.”

Subtheme 2: Social Responsibility

Students' ethnic and cultural backgrounds instilled a deep sense of duty to contribute to their communities, driven by a sense of responsibility and dissatisfaction due to experiences of bias or poor treatment.

Benitez discussed how his Latiné identity influenced his approach to community engagement, particularly in healthcare. He shared that his awareness of the challenges Latiné Americans face, such as being “rushed out” of clinical appointments, drove his commitment to ensuring better treatment for his community members. He said, “I feel like I have an obligation of taking the time of figuring out what's the issue. And that's because of my community.” Similarly, Sanchez connected her career aspirations as a surgeon with her Latiné identity, noting that medical research often failed to account for ethnic variations, stating, “The medication that would work for a white male isn't gonna work the same for a Latiné male.” This focus on culturally tailored medical care underscored the significance of her ethnic background in shaping her professional goals and community engagement.

Quinones also emphasized his duty to give back to the Latiné community, which he prioritized due to his cultural upbringing. He shared, “It's more of a priority to me… the main priority is the Latiné community because of the life I've lived.” He expressed a commitment to using his education to benefit Latiné communities, recognizing that they “have to struggle for the privilege” (Figure 1). His narrative highlighted the deep connection between his ethnic identity and professional goals.

FIGURE 1.

“Sample chamber of an x-ray scattering machine” by Quinones.

Subtheme 3: Negotiating Racial and Cultural Identity

Navigating racial and cultural identities that do not align with the dominant culture often posed significant challenges for students. Rather than inherent conflicts within identity itself, these challenges stem from societal perceptions and structural norms that shape belonging and participation. These challenges frequently led to barriers in community engagement, fostering feelings of exclusion or a sense of otherness. Furthermore, the complexity of managing multiple cultural identities often resulted in a duality where individuals simultaneously felt connected to and alienated from their communities in El Paso.

Castillo's narrative revealed her strong identification with being white, despite her Latiné heritage, primarily due to her upbringing in Germany and her disconnection from Latiné cultural and linguistic elements. She explained, “I think I would always stay identifying as white… I haven't gone through everything to be, what is it, Latiné or Latiné background.” Castillo's experience highlights how cultural upbringing, and geographic context shaped her racial and ethnic self-identification. Her strong identification with her white racial background and European cultural upbringing created a barrier to connecting with the predominantly Latiné community, which she described as giving rise to a sense of disconnection.

Ybarra also experienced barriers related to his mixed racial and ethnic background and how it was perceived by others in the community. Although his Chicano identity aligned with the local demographic, his Asian heritage was often met with curiosity rather than full acceptance. He noted, “People may find it interesting… but it doesn't really facilitate interactions as much.” This response reflects how racialized perceptions shaped his social interactions, framing his identity as an anomaly rather than an integral part of the community. He often encountered questions about his appearance, noting, “I get asked because they're like you don't look fully Mexican. But I'm like, oh no, I'm not fully Mexican or I'm also mixed heritage.” This statement revealed how racial constructions within the Latiné community reinforced expectations of what it meant to “look Mexican.” Ybarra's Asian heritage became a distinguishing marker that distanced him from a presumed homogeneous Latiné identity.

Language Proficiency

Language proficiency was a critical factor in shaping community engagement. For bilingual individuals, proficiency in multiple languages often promoted deeper connections and more effective community involvement. However, participants who did not speak Spanish did not necessarily experience this as a personal “barrier” but rather as a reflection of broader societal and historical factors. Rather than placing the burden on individuals, it is important to recognize that not all Latinés speak Spanish and that language expectations within the community are shaped by complex social dynamics.

Subtheme 1: Bilingualism

Bilingualism enabled individuals to connect more deeply with diverse groups within their community, facilitating communication and fostering a sense of belonging to the El Paso community.

Alvarez reflected on how her “Mexican heritage and bilingual abilities shaped her community engagement,” particularly in an environment like El Paso. She mentioned that speaking both languages enabled her to “relate to and influence both Mexican and American cultural groups,” highlighting the advantage of dual-language competency in such a setting. In her photovoice submission (Figure 2), she chose a picture to represent her bilingual abilities further, restating that “more than half of the people [in El Paso] speak both languages.”

FIGURE 2.

An image of two notecards by Alvarez that show how to say hello in Spanish and English.

Morales also recognized the professional advantages of being bilingual, even though she admitted her Spanish is not perfect. She described how her ability to speak Spanish, even at a basic level, had “definitely helped” her as a pharmacy technician. She could “assist people that only speak Spanish” with their medications and insurance issues, improving her job performance and strengthening her connection to the community.

Although these experiences highlight how bilingualism can be a professional advantage, they also reveal how Spanish proficiency is often tied to expectations of Latiné identity. This raises broader questions about how linguistic identity is socially constructed and whether fluency in Spanish should be seen as a defining feature of Latiné identity.

Subtheme 2: Language Barriers

Expectations around Spanish language proficiency shaped how some students navigated their community interactions. Students who did not speak Spanish sometimes experienced social dynamics that made them feel excluded or disconnected, particularly in environments where Spanish was the dominant language. Rather than being a personal barrier, these experiences reflect broader societal expectations and historical factors that have shaped language use in Latiné communities. These dynamics influenced students' engagement in the El Paso community and their ability to form meaningful connections.

Even with a basic or fluent understanding of Spanish, Morales (also mentioned above) highlighted how language barriers can hinder her engagement with the community in El Paso. Although she managed basic conversations, Morales struggled with more complex discussions, which “made [her] hesitant to fully engage” in situations where Spanish is the dominant language. This hesitation was rooted in a fear of judgment, as she often felt scrutinized by native Spanish speakers for not speaking the language perfectly. When she admitted her lack of fluency, she was met with reactions like, “How do you not know how to speak Spanish? You live here, how do you not know how to completely [speak Spanish]?”

Ramirez also discussed the social challenges he faced due to not knowing Spanish. He described how being the only non-Spanish speaker in group settings often made him feel “awkward” and “left out” during interactions. He mentioned multiple instances where his classmates would speak Spanish before him and then switch to English once they realized he could not understand. This dynamic created a sense of disconnection for Ramirez, who felt that not knowing Spanish “hurt [his] interactions with family, the El Paso community, and even within [his] university.” He elaborated on how this language barrier limited his professional opportunities, sharing that he did not apply for specific jobs because “being a Spanish speaker was what they wanted.” Ramirez metaphorically described this situation as a “lock,” suggesting that the inability to speak Spanish has prevented him from unlocking various social, community, and professional opportunities (Figure 3).

FIGURE 3.

A snippet from Ramirez's Social Identity Map depicting his relationship with the Spanish language. The emojis were akin to using metaphors. The red arrows symbolized the negative relationships between Spanish and the other aspects of his identity.

Socioeconomic Status.

Socioeconomic status can exert various influences on community engagement. From fostering empathy and responsibility, adapting to financial challenges, and facilitating connections through shared economic experiences, socioeconomic status shaped how students interacted with and contributed to their communities in El Paso.

Subtheme 1: Commonality and Empathy

Personal experiences with socioeconomic challenges and shared economic backgrounds inspired a strong sense of duty to support and uplift others in the community. These experiences often led to a deeper understanding of the struggles faced by others and a commitment to actively contributing to the community's well-being.

Ybarra's experience revealed how shared economic status can facilitate community engagement. As someone who “earned less than $10,000 a year” and relied on public transportation, Ybarra found that his socioeconomic status enhanced his connection to the community. He noted, “Taking public transportation…kind of facilitates my interaction with the community…So it kind of broadens my perspective of people in my community.” These daily interactions gave Ybarra a deeper understanding of the community's dynamics. He said, “A lot of the topics we've discussed [in the course] or things that affect us are relevant to a broad majority of the community…it generally helped that I'm this socioeconomic status and not like super rich.” Ybarra's experience showed that how being part of a shared economic bracket can foster an awareness of issues affecting the El Paso community at large.

Alvarez's experiences with economic struggles on her father's side of the family fostered a deep sense of empathy. She shared, “I guess that helped, like that's what makes me think like, okay, maybe we should help the community of those that really can't afford it at all.” Witnessing how “they struggle more for like money and to get like fed and all that” heightened her awareness of economic disparities and motivated her to contribute positively to the community by supporting those in similar situations. She states, “I guess [witnessing the hardships] helped, like that's what makes me think like, okay, maybe we should help the community of those that like really can't afford it at all.”

Subtheme 2: Adaptability

Students demonstrated resilience by remaining committed to community engagement, even when faced with changes in their economic status. Instead of letting financial constraints hinder their contributions, they found new ways to support their communities, often shifting from monetary donations to dedicating their time and effort.

Lopez's experience demonstrates how individuals can adapt their community engagement efforts in response to changing financial circumstances. Growing up in an upper-middle-class family in Mexico, Lopez was accustomed to participating in various forms of community service. However, upon moving to the United States and facing financial challenges, Lopez had to adapt her approach to community engagement. Yet, her commitment to giving back remained strong. She explained, “I still try to do some community engagement, but it's definitely different…instead of like fundraisers or, you know, straight up donating money, it's more of like me giving my time.”

Similarly, Sanchez reflected on how financial constraints influenced the scale and type of community engagement efforts. She observed, “I feel like I know people who are just in general better off…they're able to organize fundraisers or rent out buildings to have events.” Despite these differences, Sanchez emphasized that those with fewer financial resources still found meaningful ways to contribute. “There's not a lot we can do financially,” she explained, “but we still…organize panels, we organize meetups…”

Religious Identity.

The impact of religious identity on community engagement was multifaceted, with some students finding that their faith provided a strong foundation for belonging and participation, while others experienced conflicts that created barriers to involvement.

Subtheme 1: Source of Community

Religious upbringing often provided a strong foundation for individuals, shaping their worldview and fostering a sense of belonging within their community. For some, this connection to their faith community encouraged active participation in broader community activities in El Paso and strengthened their commitment to shared values.

Mendoza highlighted the significant role of her religious upbringing and how it shaped her engagement with the community. She explained how participating in church-related activities allowed her to connect with individuals who shared her values and beliefs, making engaging and contributing easier. Mendoza reflected, “I did participate a lot in volunteering with my church and that's mainly because those are people who are kind of like me. You know, they share the same interests and beliefs and things like that. So, it makes you feel better in a better belonging with them rather than a person who's kind of like the opposite from you.”

Interestingly, Sanchez highlighted the importance of the community aspect of religion, focusing on the relationships within the church rather than the religious doctrines themselves. She noted, “So I feel like, in being a part of the Catholic Church, not necessarily like the religion itself, but more just like the people involved in the church have been a big part in me getting involved in the community.” For Sanchez, the connection within the church community motivated her to engage more actively in the broader community in El Paso, demonstrating how religious identity can foster engagement through social ties rather than strictly religious practices.

Subtheme 2: Source of Tension

For some individuals, religious identity can conflict with other aspects of their identity, particularly when their beliefs or experiences do not align with traditional religious teachings. This dissonance can lead to feelings of rejection or a disconnect from religious and community engagement, creating challenges in navigating these complex identities.

For example, Quinones experienced tension between his religious beliefs and his identity, particularly in the context of traditional Catholic teachings within the Latiné community. He shared, “I don't find a lot of the views that, especially Catholic people have… I don't find them very friendly to a lot of people.” This disconnect led Quinones to distance himself from community activities rooted in religious institutions, as he felt these traditional views do not align with his beliefs. As a result, his religious identity, while present, does not facilitate conventional forms of community involvement, creating a nuanced barrier to engagement. He stated, “[Religion] doesn't make me as prone to, help El Paso in maybe through church or those like religious means.”

Immigrant generational status.

Immigrant generational status, particularly second- and third-generation students, influenced community engagement. Second-generation individuals benefitted from a deep connection to their cultural roots while being integrated into their current community, allowing them to engage more meaningfully from a “perfect sweet spot”. Third-generation individuals, having a more stable and less struggle-filled life, often focused on broader community contributions.

Herrera saw her generational status as a positive influence on her community involvement. Describing her status as “medium” she explained, “I think it's a good standing of how to be able to help your community engagement.” Being a second-generation immigrant, Herrera felt uniquely positioned to draw on the lessons her parents imparted to her, which were deeply rooted in their experiences of growing up in Mexico. She reflected, “My parents, they were born and raised in Mexico…and them telling me of how their lives were over there and how sometimes the country was not always in great standing…you need to be engaged with your community and…try to help out in ways that you can.” This direct connection to her parents' struggles and the values they instilled in her provided Herrera with a strong foundation for her community engagement.

Reflecting on the impact of generational differences, Morales, a third-generation immigrant noted how the struggles of first- and second-generation immigrants often shaped their ability to focus on broader community issues in her perspective. She shared, “I feel like I'm able to not so much focus on my struggles and I can actually go and give back, while compared with a first- and second-generation, they may be struggling, they may be still trying to plant, set some roots.”

Science Identity

Students' roles as STEM majors empowered them to address real-world challenges, driven by a belief in the transformative power of science. Influences from family were pivotal, guiding their academic and professional paths. Despite facing self-doubt and the limitations of STEM education in preparing them for interpersonal interactions, these students persisted in their commitment to societal contributions. Their science identities also granted them credibility. Together, the following subthemes illustrate the dynamic ways science identity was influenced by and can influence community engagement.

A Tool for Community Engagement.

Students viewed their scientific knowledge and skills as valuable tools for contributing to their communities. Their identities as science majors motivated them to engage with public health, environmental issues, and societal challenges, using their education to make meaningful impacts.

Morales underscored the interconnectedness of her work in healthcare with the broader community. She articulated, “If I help this person, maybe this person can help someone else. Or maybe this person is the person to cure something… I just think of [it] like a domino effect.” This belief reflected her commitment to making a positive impact and her view of her role in pharmacy as empowering others to contribute positively to society. This was also evident in her photovoice, where she mentioned her work could ultimately benefit the community because of “a big chain reaction.” (Figure 4)

FIGURE 4.

A picture of Morales's Pharmacy Technician uniform with tools she uses to help assist patients.

Quinones viewed his identity as a scientist as central to his engagement with the community. He remarked, “First and foremost, I'm a scientist…” He recognized his scientific skills were valuable to the El Paso community. His science identity was closely linked to his dedication to environmental issues impacting El Paso. His focus on removing air pollution highlighted his commitment to impactful science, and his shared image (Figure 5) exemplified his “large-scale plan” to help the El Paso community.

FIGURE 5.

“This image shows the materials that will be used to set up an x-ray scattering experiment to look at the nanostructures of magnesium oxide” by Quinones.

Source of Credibility and Representation.

Students' identification as STEM majors granted them credibility and positioned them as representatives within their communities. They described how their science identities earned them respect and trust. Their educational background in STEM boosted their confidence and strengthened their ability to influence and positively impact their communities in El Paso.

Ybarra highlighted how identifying as a STEM major affected his engagement with the community. He stated, “I think being a STEM major, besides just like stating I'm a STEM major, like on the inside when nobody knows that it gives me a lot more confidence… it does make me feel a lot more confident when engaging the community as a Chicano.” This identification garnered respect from others, as people often reacted with admiration, assuming that being a STEM major automatically meant he was exceptionally smart. He noted, “They'll see you different, not in a bad way of course, but they'll be like, oh wow, you're STEM like you must be so smart…” He also emphasized the practical application of his science skills in real-life contexts through his photovoice (Figure 6). Recognizing that his work will impact actual lives prompted a more thoughtful and empathetic methodology, ensuring that his research respects and addresses the “complex interactions” he will have with the community as a researcher.

FIGURE 6.

“Photo of Downtown El Paso taken during sunset” by Ybarra.

Similarly, Sanchez highlighted the increased trust and credibility she gained within her community due to her STEM background. She stated, “I feel like when it comes to people who say I'm a science major, it does give a little bit of status, it gives a little bit of faith in, okay, whatever this person has to say is going to be important.” Her status as a science major allowed her to be seen as a reliable source of information, which can be important in fostering meaningful community interactions.

Family Role Models.

Family members inspired students' interest in STEM fields and shaped their academic and professional aspirations. The support from these role models motivated students to pursue careers in science and reinforced their commitment to giving back to their communities.

Garza attributed his interest in STEM and community engagement to the influence of his brother, who is also in a STEM-related field. Garza explained, “My brother is in a STEM-related career, and thanks to him, it's why I got so interested in biology.” His brother's discussions about bacteriology and general biology sparked Garza's curiosity and led him to pursue similar academic interests. He also highlighted the ongoing impact of his brother's work in cancer research, sharing, “My brother, he's working with cancer… now that I'm also doing research… he tells me about what he's doing, how it works, how this is gonna make an impact in the world.” This insight into his brother's work inspired Garza to pursue similar goals, aiming to contribute meaningfully to the community.

Herrera similarly highlighted the strong influence of her family members on her science identity and community engagement. Herrera discussed the significant impact of her father's STEM background and her mother's dedication to community engagement. She shared, “My dad is very, very smart… he graduated as a major of mathematician… his influence of being in STEM definitely influenced the way… it was definitely instilled in us that when you can, you need to give back.” Herrera' father's emphasis on giving back and her mother being “very adamant about [being] involved within [El Paso] community” collectively shaped her commitment to community service.

Self-Doubt and Self-Perception of Scientific Knowledge.

Students reflected on the challenges they faced in fully embracing their science identities, particularly regarding self-doubt and their perception of their knowledge. Despite recognizing the potential impact of their scientific education, feelings of inadequacy or the need for further qualifications often hindered their confidence.

Castillo began confronting self-doubt as she progressed through the course, which hindered her science identity. In her final interview, she reflected, “I think that what I've learned, could impact the community, but I don't feel like I have all the knowledge, like I'm not the smartest person in the world, I'm not a PhD just yet.” This admission indicated a barrier in her confidence; despite acknowledging the potential positive impact of her biology skills, she hesitated due to her perception of not having extensive knowledge or advanced credentials. However, Castillo ultimately reaffirmed the positive influence of her STEM background on her community engagement, stating, “I think that being a STEM major does impact my engagement in a positive way, because I'm able to put out knowledge that I know that other people don't, that took me days to understand or learn or figure out that I can explain to people, in a much easier way.”

Place Identity

Place identity rooted in both El Paso and UTEP, significantly shaped students' engagement with their communities. In El Paso, students' deep connections to the city and navigating its cultural complexities influenced their sense of belonging and commitment to giving back. At UTEP, the university's resources and inclusive environment further reinforced students' identities and dedication to community involvement.

El Paso

The narratives here highlight the city's profound impact on students' identities and community engagement. Students with deep connections to El Paso expressed a strong sense of belonging and a commitment to giving back to the community that has nurtured them. At the same time, the cultural complexities of the border region required students to navigate social differences, which they did with an understanding grounded in their unique experiences.

Subtheme 1: Source of Deep Connection

This subtheme explored how a deep-rooted connection to El Paso influenced students' identities and drove their commitment to community engagement. For students, El Paso was not just a place of residence but a significant part of their identity. Living in the city, understanding its challenges, and feeling supported by its community fostered a strong sense of belonging. This connection motivated them to remain in or return to El Paso to contribute positively to the community that has shaped them.

Through his photovoice, Ybarra had shown how he developed a solid connection to El Paso, viewing himself as a sunflower plant (Figure 7) that has been “nourished and supported by the resources provided by the community.” This metaphor reflected how the El Paso community has helped him grow into a better person, reinforcing his connection to the city. His deep appreciation for El Paso was further illustrated in his description of the city as a “living” and dynamic place where ongoing changes mirrored his evolving sense of belongingness (Figure 8). His “warmth” toward El Paso was tied to his desire to increase his engagement with the community and solidify his place within it.

FIGURE 7.

“Image of sunflower plants in Rio Bosque Wetlands Park during an overcast afternoon. Sunflowers are in mid-thigh water and in full bloom.” By Ybarra.

FIGURE 8.

“Photo of Downtown El Paso taken during sunset” by Ybarra.

Herrera had a strong place-based identity rooted in her upbringing in the Lower Valley, an area of El Paso characterized by lower-income demographics and a predominantly Latiné population. She shared that growing up in this environment has given her a deep understanding of economic disadvantages and their impact on people's lives. “I feel like I can relate to my community in a sense that I know what the issues that are most important to be solved…I definitely wanna try to obviously become a doctor and I would love to stay here and practice in El Paso since I know there's a lot of brain drain, I suppose,” she explained. Her desire to remain in El Paso as a doctor reflected a solid dedication to addressing the loss of skilled individuals from the area.

Subtheme 2: Cultural and Social Differences

The cultural and social dynamics of El Paso, influenced by its proximity to Ciudad Juárez, Mexico, are shaped by the unique environment of the border region. Traditional mindsets present both challenges and opportunities for personal growth and community engagement within this context.

Lopez discussed the cultural differences stemming from El Paso's proximity to Ciudad Juárez, noting that this geographical closeness results in a significant presence of people who carry “traditional mindsets” and cultural practices from the border region. She observed, “Given the proximity of El Paso to Juárez and the border, there's more likely to have, just people from the border. So of course, they carry on their traditions or mindset and, then and are less willing to, as you would say, adapt to the American school of thought.” Despite her view of the potential for these cultural differences to negatively affect engagement, Lopez's familiarity with these perspectives allowed her to navigate and see past them.

Reflecting on her personal experience, Lopez compared her life in El Paso with her upbringing in a city in Mexico “When I came to El Paso, I made new friends that are like more open-minded than other people. So, like that part of me like broke free. I was like, yeah, I'm comfortable like just doing whatever here,” she explained, adding that she perceived the atmosphere in El Paso to be one of acceptance allowed her to express her LGBTQ⁺ identity without fear of negative repercussions.

The UTEP.

The university (including university courses like BIOL 4395) played a role in shaping students' identities through its educational programs and inclusive environment. UTEP provided students with the knowledge, confidence, and resources needed to engage effectively with the community in El Paso. The university's emphasis on diversity and inclusion further reinforced students' sense of belonging to both UTEP and the wider El Paso community.

Subtheme 1: A Source of Knowledge and Confidence

BIOL 4395 offered a deep understanding of critical topics such as the human body and germs, while also equipping them with the confidence to apply this knowledge in real-world settings. This course has empowered students to become more open to public speaking.

Castillo emphasized how her education at UTEP, particularly in the sciences, has provided her with the knowledge necessary to engage with and positively impact the El Paso community. She highlighted the depth of her understanding in areas such as the human body and the nature of germs, which she gained through BIOL 4395 at UTEP. Castillo stated, “I learned a lot about the body and germs, and I think that gives me enough to engage with the community and impact them in some type of way, even if it's a small way.” This strong foundation in health-related topics has empowered her to believe that she can make a meaningful difference, no matter how small, in the lives of those around her.

Subtheme 2: Promotion of Diversity and Community Involvement

UTEP's proactive approach to promoting community engagement, recognizing students' diverse backgrounds, and hosting open, inclusive events was widely appreciated. The university's supportive environment strengthened the connection to UTEP and enhanced the sense of belonging to the broader El Paso community.

Herrera highlighted the diversity at UTEP in her photovoice (Figure 9), noting the positive impact of being surrounded by individuals with similar beliefs and goals despite “living different lives.” She expressed pride in being part of a community with the goal “to help our community, and in (her) sense, it's the Latiné community.” Herrera appreciated UTEP's proactive approach to promoting community involvement, recognizing how the university acknowledged the diverse backgrounds of its students. UTEP provided resources and workshops to equip students with the skills and knowledge needed to support their community. She stated, “UTEP is very aware of our students, their ethnicities and where we come from…there's workshops to help better yourself to help others.” This environment of support and shared values at UTEP further strengthened her connection to the university and the broader community in El Paso.

FIGURE 9.

“People going about their days on the borderland,” taken by Herrera.

DISCUSSION

El Paso, Texas, is a vibrant border city with ∼678,415 people (U.S. Census Bureau and U.S. Department of Commerce, 2023). Its location at the crossroads between the United States and Mexico fosters a deep cultural connection, making the city predominantly Latiné, with over 82% of the population identifying as such (U.S. Census Bureau and U.S. Department of Commerce, 2023). In this unique environment, cultural identities are strongly shaped by the proximity to Mexico, where language, traditions, and community values play a significant role in daily life. Spanish, for example, is spoken in 73% of households, reinforcing a deep sense of cultural pride and belonging (U.S. Census Bureau and U.S. Department of Commerce, 2023).

Our case study explored how identities influenced 15 STEM Latiné students' community engagement, particularly within a STEM CE-CURE in El Paso (Spring 2023; BIOL 4395). The unique cultural richness of El Paso added depth to the students' connection with their heritage, which, in turn, shaped their community engagement. We found that multiple social identities, science identity, and place identity impacted students' motivations and connections to their community. Students' social identities fostered a sense of responsibility to engage, their science identities encouraged them to link their academic pursuits to local issues, and their place identity, rooted in their ties to a border town like El Paso, inspired them to contribute positively to their environment. This engagement was not solely about academic success but also personal and communal growth, as the fusion of their identities and academic work drove meaningful contributions to El Paso.

Although our findings highlight many factors that encouraged community involvement, they also address barriers that challenged engagement. Recognizing both supportive and hindering elements allows us to more fully characterize how identity shaped civic participation for the students in this study. This nuanced understanding can inform how educators might create more inclusive environments in STEM fields, particularly considering the interplay between individual identities and the concept of place identity, which are critical in fostering a sense of belonging and purpose within local communities.

Social Identity

Students in BIOL 4395 described how multiple parts of their identities supported and encouraged their community engagement. Their ethnic and cultural background, family values, and bilingualism were essential in motivating them to contribute meaningfully to their communities. The following sections examine how these aspects of identity promoted civic engagement in the context of this unique border city and how they empowered students to leverage their backgrounds in meaningful ways.

Balancing Cultures: Navigating Latiné and American Identities.

As the region's largest binational, bicultural community, El Paso is shaped by deep cultural ties to Mexico alongside strong American influences (Wilson, 2023). In this context, ethnic and cultural identities played a pivotal role in shaping Latiné students' perception of their engagement with their community and broader society. Biculturalism enabled students to navigate their Latiné heritage and American culture, strengthening their identity and fostering engagement. Many students took pride in their ethnic roots—often from Mexico—which usually translated into a commitment to addressing issues within Latiné communities, such as healthcare disparities and educational inequality.

Prior work has found that as individuals navigate the responsibilities of their country of origin and their new home in the United States, their community engagement becomes more nuanced (Jensen, 2008; Pachi and Barrett, 2014). This work describes that a bicultural perspective maintains a connection to their cultural roots and fosters broader participation in their local and national communities. For many Latiné immigrants, “American” life is not separate from their cultural background but instead shaped by the predominantly Latiné spaces they inhabit. Rather than perceiving this duality as a challenge, immigrants often leverage it to deepen their engagement within both communities, in the United States and abroad. For our STEM Latiné students, biculturalism was a natural and integral part of their lived experiences, as they engaged with both Latiné-majority spaces in El Paso and broader American social and scientific institutions. Thus, our results are not surprising but are nonetheless informative.

In navigating both cultural spheres—Latiné and American—students in this study developed a bicultural identity that strengthened their sense of belonging and empowered them to engage with their communities on multiple levels. Although the strength of this influence may be particularly relevant for students in this study, given the location of UTEP in El Paso, we expect that bicultural navigation may be applicable for students in STEM courses more broadly, especially those seeking to leverage their STEM learning for prosocial purposes within immigrant or border-laying communities after obtaining a STEM degree.

Overall, biculturalism was perceived to benefit community engagement, but only when the cultures were common within El Paso. Notably, within the context of El Paso, cultural identities that were not the norm (e.g., being from a foreign country other than Mexico) were the ones students describes as giving rise to challenge. Conflicts between ethnic identity and dominant cultural norms sometimes created significant challenges for STEM Latiné students, leading to feelings of exclusion or “otherness” that hindered meaningful community engagement. Students' narratives underscore the complexities of managing bicultural identities, where students often felt like insiders and outsiders simultaneously within their communities.

Research supports these experiences of intragroup conflict and marginalization. McKenzie et al. (2023) found that disconnection within ethnic communities was often exacerbated by intragroup marginalization, with participants feeling judged for not being “Mexican enough.” Similarly, Holguín Mendoza et al. (2023) found that Latiné students at a predominantly white university navigated competing racialized narratives that shaped their sense of belonging. Students who identified as white or white-passing often reported feeling excluded from Latiné spaces, while students of color recounted experiences of being marginalized within both white and Latiné communities. The study highlights how whiteness and racialized exclusion operate within Latiné communities, complicating identity authentication and reinforcing broader societal pressures to conform to essentialized notions of Latinidad. Rather than an individual shortcoming, these judgments reflect broader societal pressures that racialized spaces place on Latiné individuals to “authenticate” their identity. Such judgments were based on perceived adherence to cultural customs and traditions, deepening the sense of exclusion and complicating efforts to engage meaningfully.

Similarly, Acevedo-Polakovich et al. (2014) noted that high involvement in Latino and American cultures did not always enhance community engagement or foster positive developmental outcomes such as leadership and social responsibility. These findings align with Castillo and Ybarra's experiences, highlighting how external pressures to conform to dual cultural norms, rather than their own identities can complicate community involvement and reinforce feelings of being both insiders and outsiders.

Language as a Tool: The Impact of Bilingualism.

Bilingualism was especially valuable in El Paso, the most bilingual city in the United States, with 39% of the population bilingual and 67% speaking Spanish (Preply, 2024). The STEM Latiné students participating in this study frequently described how they benefited from their bilingualism as it allowed them to effectively conduct their work, fostering deeper connections with Spanish-speaking populations and amplifying the impact of their research. This adaptability in language use is not unique to El Paso but reflects a broader trend where bilingual individuals leverage their skills to engage more effectively within their communities. In a service-learning linguistics course, MacGregor-Mendoza and Moreno (2016) found that bilingual students adapted their language use depending on the context, shifting between formal and informal speech. This flexibility helped students view their bilingualism as a strength rather than a limitation. Furthermore, in healthcare settings, Morales (2024) found that participants who spoke Tagalog or other native languages felt a greater sense of connection and comfort, especially when communicating with healthcare providers who shared their language. Providers also felt more connected when speaking their native language, creating a stronger sense of belonging (Morales, 2024).

Conversely, a lack of fluency in Spanish hindered students' perception of their ability to work within Latiné communities in El Paso, often leading to exclusion and discomfort. Our students' experiences, in particular, underscore how language barriers created feelings of exclusion and diminished their ability to connect with their community meaningfully. Much prior work has described how language barriers affect individuals' experiences in education and community participation. For example, immigrant youth unfamiliar with the host country's language often found themselves confined to their ethnic communities, limiting their ability to engage with broader society (Pachi and Barrett, 2014). Similar to our study, Ramirez (2020) found that while even when students identify as Mexican American, several were frustrated by their lack of proficiency in Spanish, leading to a disconnect from their cultural roots and hindering their engagement with their heritage and community. Kwenani and Yu (2018) also found that international students faced significant obstacles in service learning and volunteer work due to English proficiency, accents, and fluency difficulties, creating anxiety and hesitation about communication. These studies reinforce how language can universally impact individuals' ability to connect, engage, and fully participate in their communities. Recognizing this, our study frames language loss within a broader historical and sociopolitical context, highlighting how assimilation pressures have shaped Latiné identity in ways that complicate students' connections to both their heritage and their communities.

Not all Latiné individuals speak Spanish, and framing language barriers solely as an individual shortcoming overlooks the historical and systemic factors that have shaped linguistic identities. Valenzuela (1999) described how many Mexican American youth in Texas were not taught Spanish because of “subtractive schooling”—a process in which schools historically devalued Spanish and pressured families to prioritize English to avoid discrimination. Generations of Latiné individuals, particularly in Texas, lost Spanish fluency due to policies and social stigmatization that framed bilingualism as a disadvantage rather than an asset. For many, the inability to speak Spanish is a consequence of broader societal pressures that contributed to cultural and linguistic erasure. This study highlights how this broader pressure can create tensions and self-doubt within Latiné communities, further elucidating the importance of honoring students' cultures throughout their formal education.

Building on prior findings, this theme contributes to scholarship by explicitly examining how bilingualism enhances community engagement for STEM Latiné students in a majority Latiné city. These advantages stand in contrast with the challenges faced by students who have not had the opportunity to develop fluency in Spanish, a language that plays a key role in community interactions in El Paso. Although Spanish proficiency can facilitate deeper engagement, its absence does not indicate a lack of connection or Latiné identity but rather reflects broader historical and systemic factors influencing language acquisition. The juxtaposition of these experiences highlights how language skills function as a valuable tool for navigating multilingual spaces, shaping both access to opportunities and the ways students interact within their communities.

Collectivism: A Driver of Community Engagement.

Collectivism emerged as a commonly emphasized value among our students, underscoring the significance of community, family, and mutual support. This cultural perspective often led them to prioritize the needs of their communities alongside or even above personal ambitions. For students in our study, this sense of responsibility and pride was a motivating factor in addressing specific challenges faced by their communities. These findings align closely with broader findings on the Latiné community's approach to volunteerism and philanthropy, deeply influenced by collectivist values prioritizing the group's welfare over individual pursuits (Chavez, 2020). The strong sense of generosity, service, and mutual responsibility commonly seen in Latiné culture often drives community engagement, where actions are seen as personal contributions and as part of a collective effort to uplift the whole community. This mindset is evident in how Latiné students at an HSI defined and practiced civic engagement, emphasizing interrelational engagement, community relationships based on mutual support, and intergenerational paving—creating pathways for future generations (Diaz, 2022). This collective approach reflected a distinct cultural orientation, setting their civic engagement apart from mainstream individualistic practices and reinforcing the critical role of community-oriented actions in shaping their civic identity (Diaz, 2022).

Together, our insights and those of other studies highlight how deeply embedded collectivist values shape the motivations and actions of Latiné individuals. Our results reinforce the established understanding that the Latiné community's engagement is often driven by shared responsibility and cultural pride, motivating them to address their communities' needs actively.

Generational Ties: Understanding Latiné Community Engagement.

In El Paso, where 25% of the population is foreign-born (U.S. Census Bureau and U.S. Department of Commerce, 2023), immigrant generational status significantly shaped how Latiné students in our study engaged with their communities. Second-generation immigrants found their status a “medium” or “perfect sweet spot” that enabled them to blend the cultural values passed down from their parents with the opportunities available in the United States, fostering a solid drive to give back. Students' narratives underscore how second-generation immigrants navigate their unique positions, drawing on their parents' legacies to advocate for and uplift their communities.

Supporting this, prior research has shown that Latiné immigrant youth often feel a strong sense of solidarity with undocumented family members, driving them to participate in activism and advocate for the rights of undocumented individuals within their communities (Pachi and Barrett, 2014; Suárez-Orozco et al., 2015). Although these youth may not have faced the same legal precarity, their civic engagement was deeply influenced by their families' challenges. Many second-generation immigrants became involved in organizations serving immigrant populations, using their lived experiences to support others navigating similar challenges (Guerrero et al., 2021). These findings align with students' experiences in this study, highlighting how generational ties and family histories shape their commitment to community advocacy. However, our study adds to the literature by highlighting the nuanced impact of students' own generational status. Although existing research often focuses on family ties and solidarity with undocumented relatives, we found notable results regarding generation status. Third-generation students in our study experienced less immediate pressure related to assimilation and economic stability, allowing them to engage more broadly in community advocacy without the direct burdens of earlier generations (e.g., Morales). By capturing these generational nuances, this study provides a deeper understanding of how each generation might navigate distinct roles in advocating for immigrant communities, highlighting the evolving nature of Latino community participation across generations.

Connection Over Creed: The Relational Role of Religious Identity.

Religious identity shaped students' perceptions of community engagement in El Paso, where Roman Catholicism is prevalent (Grammich et al., 2022). For many Latiné students, religious upbringing fostered a strong sense of community and service, aligning with broader cultural values. On the other hand, religious tensions emerged when beliefs or values, such as those related to sexuality or cultural identity, clashed with traditional religious teachings, limiting individuals' community participation. Our students' examples underscore how religious development during adolescence and emerging adulthood can diverge from conventional norms when faced with complexities of identity.

Supporting these findings, previous studies have shown that religious organizations are critical in fostering civic and political engagement in youth, particularly among those with firm religious commitments. Vergani et al. (2017) found that youth actively involved in religious institutions were more likely to participate in community activities such as volunteering, political campaigns, and demonstrations. These organizations provided structured opportunities for engagement and helped young people develop a sense of civic duty, echoing the experiences shared by the students in this study. Additionally, Pachi and Barrett (2014) emphasized that religious institutions often served as essential spaces for civic engagement among ethnic minority youth, where participation in church activities may be one of the few available forms of community involvement. These studies align with the experiences of Latiné students in El Paso, highlighting how religious communities foster a strong base for community service. Conversely, Barry et al. (2022) noted that second-generation immigrants often navigated tensions between traditional religious values and secular Western contexts, leading to a redefinition or weakening of religious affiliation compared with their parents.

Our findings illuminate both the benefits and challenges of religious identity in shaping community engagement. Although religious settings can foster a sense of belonging and shared purpose, these spaces can also create tension when personal identities or values clash with traditional beliefs. It illustrates that religious communities can be sources of support and connection but can also serve as barriers when they fail to accommodate diverse identities.

Turning Challenges into Strengths: Socioeconomic Status on Community Involvement.

Socioeconomic status significantly influenced how some students perceived their engagement in community activities. According to data from the American Community Survey, Latiné households in El Paso typically have lower per-capita household incomes than other racial groups, highlighting the economic challenges many Latiné students may face (U.S. Census Bureau and U.S. Department of Commerce, 2023). These challenges fostered a deep sense of empathy for those who encountered them and a drive to address community issues, as students often felt connected to the struggles of underserved populations.

Research by Luengo Kanacri et al. (2016) supports these findings, demonstrating how backgrounds of economic hardship foster empathy and a personal connection to the challenges faced by underserved communities. Similarly, Pérez et al. (2010) found that undocumented Latino students, despite facing significant socioeconomic barriers, showed remarkable involvement in community activities, such as volunteering and activism, driven by their firsthand experiences of financial hardship. Additionally, the resilience and sacrifices of parents working long hours in low-wage jobs served as powerful motivators for Latiné students to pursue higher education and community leadership (Pérez, 2012), mirroring how Alvarez and Herrera drew inspiration from their family histories.

These studies reinforce our findings, showing that economic challenges do not hinder community engagement but rather fuel a more profound, empathy-driven commitment to support and uplift those facing similar hardships. Although much research often focuses on the barriers low-SES students face, our study reveals how shared economic struggles can foster a sense of commonality that facilitates deeper connections within the community. Notably, the theme of adaptability, demonstrated by students like Lopez and Sanchez, highlights how Latiné students in our study remained resilient and committed to community service even when faced with financial challenges, often shifting from monetary donations to investing their time and effort. This adaptability challenges the typical narrative of economic hardship as a limiting factor, positioning it instead as a driver of creative and empathetic approaches to engagement.

Science Identity

Although social identities can affect community engagement among Latiné STEM students, science identity plays a distinct yet equally influential role. Science identity encompasses the ways students perceive themselves as scientists and how this perception influences their participation in community-serving activities. In this section, we explore the dual nature of science identity—its empowering effects through family and community support and appreciation and the inherent challenges of perceived inadequacy.

Empowering Science Identity: The Impact of Family Role Models, Community, and Recognition.

As reflected in the U.S. Census Bureau and U.S. Department of Commerce (2023), the region has a growing number of STEM degree holders, reflecting increasing engagement with science-related fields. Our study highlights how developing a science identity enables Latiné students to view themselves as capable of contributing to their communities in meaningful ways.

Our findings reveal that STEM and non-STEM family members were influential role models in building science identity and fostering a commitment to community engagement among Latiné students. Although existing research often emphasizes the impact of formal mentors or educators on marginalized science identity (Byars-Winston et al., 2015; Haeger and Fresquez, 2016; Estrada et al., 2018), this study illustrates how family members from diverse professional backgrounds inspire students to pursue science-related careers and contribute to their communities. Student narratives revealed that, while family members in STEM fields often pique students STEM interests, non-STEM family members also instill values of perseverance, giving back, and dedication, which are crucial to a strong science identity. This broader understanding underscores the multifaceted ways family support, irrespective of professional background, can play a critical role in nurturing science identity and a sense of social responsibility in STEM Latiné students. This is similar to the results found in work by Yap et al. (2024) who described similar roles of family using a community cultural wealth framework.

Moreover, students in our study saw a strong science identity as enhancing one's credibility and representation within their community, aligning with Guo et al. (2022), who found that external recognition significantly influences students' perceptions of their science identity. Recognition from peers, teachers, and community members—especially when students already view themselves as competent—can significantly bolster their science identity and enhance their credibility and influence within their communities. Carlone and Johnson (2007) similarly emphasized that recognition is a crucial factor in science identity development, particularly for students from underrepresented backgrounds. Their study found that successful women of color in STEM often followed different identity trajectories, with those who consistently received recognition from meaningful scientific others—such as professors and mentors—being more likely to persist and thrive in STEM fields.

Challenges to Science Identity: Overcoming Perceived Inadequacy to Engage Effectively.

Despite the empowering aspects of science identity, STEM Latiné students in BIOL 4395 faced challenges related to self-doubt, which often hindered their engagement with community-based science projects. Their reflections highlighted a common struggle among STEM Latiné students: the internal conflict between recognizing the potential impact of their scientific education and feeling unqualified to engage fully, limiting their confidence and participation in community-driven science initiatives.

These findings align with Murphy and Kelp (2023), who found that while undergraduate STEM students were motivated to participate in community engagement, many did not follow through due to internal barriers like self-doubt. Their research highlighted that students' confidence in communicating scientific concepts, particularly to nonscientific audiences, was a significant predictor of their willingness to engage. Internal motivations, such as the desire to improve communication skills and connect with their communities, often outweighed external factors like institutional expectations. However, those who felt more capable of explaining science were more likely to participate actively in outreach efforts.

Place Identity

Place identity captures individuals' deep connection to a specific geographic location (Hauge, 2007). For our STEM Latiné students at the UTEP, place identity played a crucial role in shaping their community engagement, particularly within the unique context of the border city of El Paso. Their sense of belonging was deeply influenced by the social and cultural dynamics of living in a region where American and Mexican influences intersect, shaping identities that reflect deep historical and generational ties to the area. UTEP fostered this connection by emphasizing diversity, inclusivity, and community involvement, equipping students with the knowledge, confidence, and opportunities to contribute positively to their communities. Rather than framing identity as a blend of two cultures, we recognize that students' experiences are shaped by long-standing cultural, social, and historical influences unique to the border region.

Understanding place identity as separate from social identity offers valuable insights into how location-specific experiences, such as navigating cultural complexities and evolving gender roles on the border, influence personal development and civic responsibility (Hauge, 2007; Strandberg and Styvén, 2024). This concluding section highlights how attachment to place drives students' commitment to community well-being, transforming El Paso from a place of residence into a catalyst for social agency and engagement.

Life on the Border: Cultural Connections and Complexities.

Living in a border city like El Paso introduces complex cultural dynamics that require navigating different traditions and social expectations shaped by its proximity to Ciudad Juárez, Mexico. Understanding, adapting to, and embracing these cultural intersections is essential for fostering meaningful relationships and community involvement in a diverse city like El Paso, where American and Mexican influences merge in distinct ways. For example, the merging of cultural influences is particularly evident in the evolving gender roles on the border, as Vila (1999) explored, and Lopez alluded to in her interviews. El Paso's location is influenced by both Mexican and American culture. The combination Americanized norms with Latiné culture contributes to a distinct regional identity, highlighting the cultural hybridity of the border area, where American influences blended with Mexican traditions to create a unique social landscape (Vila, 1999).

Often, students' deep attachment to El Paso stemmed from personal history and experiences with specific El Paso communities. These connections transformed El Paso from a mere place of residence into a critical influence on values and the desire to contribute positively to the community. Similarly, Dahan (2019) identified how students' connection to their hometowns often inspired them to actively engage in community service, driven by their awareness of their region's specific social and economic challenges. Their commitment stemmed from a desire to help and a deep connection to the place. Similarly, Lovett and Chi (2015) found that students who identified their community as integral to their sense of self were likelier to participate in local initiatives, reinforcing their connection to the place and contributing to its future. This supports the current findings, as students in El Paso also felt that their deep-rooted connection to their community inspired them to contribute positively, demonstrating how personal ties to place can drive a commitment to community well-being.

From Classroom to Community: UTEP's Commitment to Empowering Engaged Students.

UTEP served as a crucial source of knowledge, confidence, and community engagement for our STEM Latiné students, empowering them to make meaningful contributions to the El Paso community. This empowerment was further supported by UTEP's inclusive environment, which fostered academic growth and a sense of belonging. Research indicates that students attending public institutions like UTEP experience more significant growth in social agency—an interest in community engagement—than private institutions (Cuellar, 2021). Indeed, for Latiné students, the development of social agency relies heavily on supportive institutional structures such as mentorship, integrating social justice issues into the curriculum, and opportunities for hands-on civic participation (Cuellar, 2021). UTEP exemplifies this approach by providing resources that bridge the gap between academic learning and real-world civic involvement, ensuring that students graduate with academic knowledge and a solid commitment to community improvement.

Our findings add to the existing civic education literature by emphasizing the possible role of place identity in shaping community engagement among STEM Latiné students. Although prior research and our initial findings have focused on individual identities such as ethnicity, language, and religion, we also see how geographic attachment—specifically the cultural hybridity and socioeconomic status of El Paso—also influenced civic responsibility. This interplay of personal and place-based identities can foster or hinder a sense of belonging that motivates students to contribute to their communities.

CONCLUSIONS

This study examined how social, science, and place identities influenced STEM students' engagement with their community in a CE-CURE program at the UTEP.

For the 15 students in this STEM CE-CURE in El Paso, social identities were largely framed as strengths that helped them engage with their community. Bicultural experiences and bilingual abilities frequently allowed them to navigate and connect with both Latiné and American communities, enhancing their capacity to address local issues. Cultural values such as collectivism instilled a strong sense of responsibility to prioritize community well-being, while generational ties reinforced a commitment to giving back. Though some students encountered challenges, including feelings of exclusion, language barriers, and conflicts between personal beliefs and societal expectations, these obstacles did not overshadow the overall perception that their identities were powerful assets driving their engagement and connection with the community.

Science identity emerged as both an empowering and challenging factor. On one hand, recognition from family role models and the community reinforced students' confidence in their scientific abilities, motivating them to apply their knowledge to address local issues. On the other hand, some students grappled with self-doubt and perceived inadequacy, feeling that they lacked sufficient knowledge or expertise to make valuable contributions. This internal conflict sometimes hindered their willingness to engage in community-based science projects.

Students' place identity within El Paso and the UTEP positively influenced their commitment to community engagement. Living in a border city with a unique blend of American and Mexican influences enriched their experience and strengthened their community connection, inspiring them to address local challenges and contribute to the well-being of their community.

RECOMMENDATIONS

To foster meaningful community engagement within Latiné communities, it is essential to recognize and embrace their rich internal diversity. Latiné identities in the United States are shaped by a wide range of experiences and factors such as gender, sexual orientation, and immigration status. Although our discussion has largely focused on shared experiences, we acknowledge that differences within Latiné communities also play a crucial role in shaping engagement and access to opportunities. Community engagement initiatives and educational curricula that consider and reflect this diversity are more likely to be effective. In what follows, we offer several recommendations with support from previous studies that can be used to foster engagement through inclusive and tailored approaches.

Castañeda and Krupczynski (2021) emphasized the significance of integrating diverse perspectives and recognizing community-based and Indigenous knowledge to decolonize educational practices. Although their work was not specifically focused on STEM education, the principles they outlined can be applied to this field. Incorporating contributions from Latiné scientists, engineers, and traditional knowledge systems into STEM curricula can take many forms, such as highlighting advancements made in fields like environmental sustainability, health sciences, and technology that are rooted in Latiné communities. For example, scientist spotlights, which are assignments in which students read and learn about diverse scientist' work and lives, can increase students science identity and help them to see how their identities belong in STEM (Ovid et al., 2023). Additionally, integrating traditional ecological knowledge and community-driven problem-solving approaches into STEM education can further validate students' lived experiences, making STEM more relevant and accessible (e.g., Greenall and Bailey, 2022). Such integration not only validates students' cultural identities but also provides tangible connections between science and their communities, fostering deeper engagement.

Hawkins et al. (2023) suggested that creating culturally engaging research experiences can further support Latiné students. Our findings reinforce this by demonstrating that when Latiné STEM students engage in research topics that are personally and culturally relevant, they develop a stronger science identity and a deeper commitment to their work. As residents of El Paso, students in our study explored issues directly impacting their communities, such as air pollution, sunscreen use, and food security. These topics were not only scientifically rigorous but also carried personal significance, as students saw how their research could address real concerns affecting their families and neighbors. By integrating culturally relevant themes into STEM curricula, educators can enhance student engagement, validate their lived experiences, and strengthen their sense of belonging in STEM.

Stefaniak et al. (2017) emphasized the importance of fostering place identity by integrating local context into educational experiences through historical exploration, site visits, and engagement with local experts. Our findings align with this by demonstrating that Latiné STEM students developed a stronger place identity when their scientific work was directly tied to their local environment and community. Rather than conducting research in isolation, students in this course engaged with the El Paso community, reinforcing their sense of connection to the region. For example, students researching sunscreen accessibility worked with local schools and families, recognizing the significance of sun exposure in El Paso's climate and linking their scientific findings to real-world concerns in their own city. By situating STEM learning within their local context, students not only strengthened their scientific skills but also deepened their attachment to and investment in their home community, reinforcing their place identity.

By embracing these inclusive practices, educators can enhance engagement among Latiné students and prepare all students to contribute meaningfully to diverse communities. Ultimately, these approaches foster a deeper understanding of civic involvement across cultural lines and strengthen community ties.

LIMITATIONS AND FUTURE DIRECTIONS

Our findings provide an in-depth understanding of identity and engagement in a culturally specific setting and case, several limitations affect the broader applicability of the results. These limitations highlight important avenues for future research.

First, the single case-study design focused on a specific group of Latiné students at UTEP, an HSI located on the United States–Mexico border. Although this setting allowed for an in-depth examination of identity and community engagement in a culturally rich environment, the findings may not be generalizable to other institutions or student populations. However, the uniqueness and specificity of this case offers rich and transferable insights for other HSIs or institutions with similar cultural demographics. Future research could expand beyond one institution and class, conducting comparative studies across multiple HSIs, Predominantly White Institutions (PWI), and other minority-serving institutions to understand how various geographic, cultural, and institutional factors influence Latiné STEM students' identity and community engagement. Such studies would provide a more comprehensive understanding of how diverse environments shape identity and engagement.

Second, the one-semester timeframe is relatively short to fully capture how identity interacts with complex processes like community engagement. Identity formation and community engagement are dynamic, evolving over more extended periods. However, one semester is a relevant and vital time unit in higher education since many college instructors only work with students for a single term. By understanding how these processes unfold within this timeframe, instructors can make more informed decisions about how to support students' identity development and community engagement during their limited time. Future research could benefit from longitudinal studies that follow students across multiple semesters or throughout their academic careers, offering a more comprehensive view of how identity and engagement evolve.

Finally, although the study works with multiple social identities, the focus was on exploring individual identities (e.g., ethnicity, language, or SES) rather than examining the intersectionality of these identities and how they might interact to shape community engagement. This approach was chosen to allow for inductive patterns to emerge from the data with regard to which identities students felt influenced their interactions and for us to conduct an initial exploration of each identity's unique role. Future research could build on these findings by exploring the intersections between identities in more depth, offering a more comprehensive understanding of how the complexity of multiple identities affects engagement.