Engineering has long lacked gender and racial diversity among its ranks, with Latinx and White women substantially underrepresented in engineering. The present study explored the role of social cognitive variables in engineering academic satisfaction and persistence intentions with a diverse sample of 1022 engineering students using the integrative social cognitive model of academic adjustment (Lent et al., 2013). Results indicated that (a) the hypothesized bidirectional model fit the data well for the full sample, subsamples based on race, gender, institution, race × gender, and race × institution, (b) all but six parameters were significant and in the expected direction for the full sample, (c) model parameters were invariant across race, gender, institution, and race × gender, but differed across race × institution subsamples, and (d) the relations within the model explained a significant amount of variance in engineering academic satisfaction and persistence intentions for the full sample and sub-samples. Implications of the findings are aimed at educational and career interventions focusing on retaining Latinx and women in engineering.

长期以来，工程学界缺乏性别和种族多样性，拉丁裔和白人妇女在工程学中的代表性明显不足。本研究使用综合的社会学业调整认知模型，对1022名工程学学生的多元化样本进行了探索，探讨了社会认知变量在工程学专业满意度和持续性意图中的作用（Lent等人，2013）。结果表明（a）假设的双向模型很好地拟合了整个样本，基于种族，性别，机构，种族×性别和种族×机构的子样本的数据，（b）除六个参数外，所有其他参数均显着且符合预期（c）模型参数在种族，性别，机构和种族×性别之间是不变的，但在种族×机构子样本之间是不同的，（d）模型中的关系解释了完整样本和子样本在工程学满意度和持久性意图方面的显着差异。研究结果的含义是针对教育和职业干预措施，重点是让拉丁裔和女性留在工程领域。