Academic engagement is crucial for achievement and degree retention. However, inconsistencies have emerged when examining the nature of academic engagement for ethnically diverse students, where sociocultural factors may be influential. Prior research has found that ethnic-racial discrimination (ERD) negatively impacts academic engagement, whereas ethnic-racial identity (ERI) has a positive association. Moreover, ERI has been found to disrupt the effects of ERD across various outcomes. However, little research has explored how ERI processes (i.e., commitment and exploration) independently moderate ERD's effects. Utilizing a sample of 147 Black and Latinx STEM majors, the current study found no statistically significant evidence of the direct effects of ERD or interactions with identity processes on academic engagement; however, there was evidence of commitment being positively associated with academic engagement. Implications for STEM retention and identity development through emerging adulthood will be discussed.