Hispanic-serving institutions (HSIs) graduate approximately a third of all Latinx engineers, yet research focuses on predominantly White institutions. Using survey data from 1,901 mechanical engineering undergraduates from seven geographically diverse U.S. HSIs, we investigate Latinx students'career plans using cluster analysis. Subsequently, we use multinomial logistic regression to examine the relationships between career plans and students' engineering attitudinal beliefs, student demographics, and institutional characteristics. Cluster analysis revealed six groupings of students based on their desired career paths following graduation: (1) any engineering career, (2) only engineering graduate school, (3) only an engineering job, (4) any non-engineering career, (5) only a non-engineering job, or (6) open to all options. Given the breadth of these intentions, inclusive learning environments should provide broader exposure to the variety of jobs and graduate opportunities available to undergraduates. Multinomial logistic regression models show statistically significant relationships between cluster membership and affect toward professional practice, engineering attitudes, and sense of belonging for Latinx students (n = 1,032). Affect toward analysis, engineering identity, and sense of belonging were positively associated with engineering-focused career plans. Working in a collaborative environment and framing and solving problems were not. Engineering programs should build professional skills without neglecting the attitudinal and environmental factors contributing to Latinx students' career planning, recognizing that students see value in engineering degrees beyond traditional career paths.
