The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research 'best practices' for student professional development and training. In addition, she is developing methodologies around hidden curriculum, academic emotions and physiology, and engineering makerspaces.

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The Challenge Stereotypes related to the gender, race, language, immigration, and nationality of Latinx/Latiné identities continue to emerge in the Spanish classrooms in the United States. How can educators recognize such stereotypes, commit to dismantling them, and enhance both students' and teachers' disposition to embrace their intersectional identities and engage in civil activism?

in the Department of Engineering Education. Born in Reno, Nevada, she received her bachelor degree in Environmental Engineering from the University of Nevada Reno and her Master's degree in Environmental Engineering from the University of North Dakota. She is currently researching ethical mentoring and hidden curriculum in graduate women students in science and engineering. Her other research interests include mixed-methods research design, integrating sustainability and professional ethics into the engineering curriculum, and communication of science and engineering concepts to non-technical audiences.