LATINX STUDENTS' MOTIVATION-RELATED AND PERCEIVED VALUE OF PURSUING A DOCTORAL DEGREE IN ENGINEERING

Existing research focuses on Latinx students' experiences, STEM identity, and educational pathways, including engineering. However, extensive research is lacking regarding Latinx students' motivation to pursue doctoral education in engineering that helps us understand how to enhance and support their engineering journeys. The purpose of this research is to understand Latinx students' motivation, including the subjective task values and sociocultural factors influencing their decision to obtain an engineering doctoral degree. This study addressed the research question: How do Latinx students' value beliefs, as described in the situated expectancy-value theory, influence their pursuit of a doctoral degree in engineering? Using Eccles' situated expectancy-value theory, we conducted a case study to investigate how participants' individual situations and cultural backgrounds shaped their expectancy and task values, which influenced their personal choices and aspirations. We analyzed 12 semi-structured interviews with Latinx engineering doctoral students. This study revealed that Latinx engineering doctoral students' motivation is a combination of one or more subjective task values, with attainment and utility values as most predominant. We also found that role models and research engagement influence subjective task values and strengthen desires to earn a doctoral degree. Importantly, Latinx sociocultural values such as collectivism and familism influenced participants' motivation to pursue a PhD. Based on these findings, we suggest faculty and administrators provide early intervention and support to strengthen Latinx student motivation to pursue, persist within, and complete doctoral engineering programs.