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.