This article examines how Latina/o/x engineering students at Hispanic Serving Institutions (HSIs) and Emerging HSIs (eHSIs) in the Southwestern United States develop and enact la facultad to navigate institutional and disciplinary conditions that shape their educational trajectories. Using a multi-sited ethnographic approach across four institutions, the study describes four interrelated dimensions of la facultad (i.e., vigilance, recalibration, strategic navigation, and resistance) in response to exclusionary norms, uneven support, and everyday risks within engineering education.
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Joel Alejandro Mejia (2026) studied this question.
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