A growing body of research in educational psychology points to the particular importance of examining identity processes in educational settings, especially those situated in racialized and gendered experiences. Given that identity development is impacted by social-cultural and contextual factors, it is also important to consider how perceptions about one's environment can lead students to develop adaptive or maladaptive beliefs about "who they are." As such, examining stereotype threat, in combination with multiple identities, is important for understanding how to support positive identities, especially among traditionally marginalized groups, and increase engineering achievement and persistence. I employed an explanatory sequential mixed methods design and collected quantitative data from N = 169 Black students and interviewed a subsample of 15 students. A latent profile analysis was used to identify unique identity/stereotype threat profiles, including a Low Engineering, Gender Stereotype Threat, and Moderate Ethnic (Profile 1); Moderate-High Identities, Ethnic Stereotype Threat, and Low Gender (Profile 2); and High Identities and Stereotype Threat (Profile 3). Profile membership varied as a function of gender and year in school, with women and underclassmen most likely to belong to Profile 3. Profile membership predicted engineering career intentions, with students most likely to be in Profile's 2 and 3 endorsing stronger intentions to pursue a career in engineering than those most likely to be in Profile 1. Follow-up interviews suggested profile-specific themes and triangulation was employed to further contextualize students' experiences.
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