Background: Graduate education literature tends to focus on faculty careers with little attention to industry careers. However, more than one-third of U.S. engineering doctorates enter industry.Purpose: Our purpose is to understand engineering graduate students' interest in industry, academia, and government careers as it relates to their graduate engineering identities.Design/Method: A total of 249 engineering thesis master's and doctoral students completed a survey about their graduate engineering identities and career preferences. We created regression models to predict students' likelihood of pursuing careers in industry, academia, and government. Then, we used cluster analysis to understand the extent to which students are considering multiple options and used chi-squared and ANOVA tests to compare the clusters.Results: In the regression model predicting an academic career, research recognition and research performance/competence were positive predictors and engineering performance/competence was a negative predictor. Regression models of industry and government described less than 10% of the variance. Four clusters emerged, which collectively demonstrate that engineering graduate students are considering careers in multiple sectors. Students with internships during graduate study were more likely to pursue industry careers.Master's students were underrepresented in the cluster with highest likelihood of an academic career. International students were keeping more options open than some domestic students. There were also differences by engineering discipline. Conclusions: Engineering graduate students are considering multiple career sectors. Advisors and education researchers should focus not only on academic career preparation but also on industry and government career preparation, particularly on preparing for multiple options simultaneously. K E Y W O R D Scareer choice, master's students, PhD students, regression, survey

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2-and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx

She received her BS in Bioengineering from Clemson University where she tutored undergraduate mathematics and science courses, and mentored undergraduate engineering majors. Prior to coming to UT, she independently tutored K12 and undergraduate mathematics and science. Her research interests include engineering education, identity and equity. Address: Engineering Training Center II (ETC)

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is a doctoral student in STEM education at UT Austin. His research focuses on the development of engineering identity in graduate school and underrepresented group. Nathan holds a master's and bachelor's degree in electrical engineering from Illinois Tech. He also worked as an engineer at LG electronics mobile communication company.