Based on the two years of questionnaire and interview data from a three-year longitudinal study, this presentation explores how STEM doctoral students at a Hispanic-Serving Institution (HSI) are socialized into academic or non-academic careers. Researchers fielded two web-based questionnaires (n = 51) and conducted semi-structured interviews with 21 doctoral graduate students to examine the relationship between social and political context, student backgrounds, and student socialization into STEM research roles. Findings indicate that academic career aspirations are tempered by a desire for greater work-life balance and social impact, a need for greater stability/income, and a negative perception of academia. In addition, the researchers describe the outsized influence of ultra-conservative legislation on the academic aspirations of LGBTQ+ and International students.