The purpose of this qualitative descriptive study was to explore how Latin(x) STEM faculty in the southwestern United States describe their use of Community Cultural Wealth (CCW) to navigate barriers to graduate socialization encountered during STEM doctoral education. The models that serve as underpinnings for the following two research questions are the community cultural wealth model and the graduate socialization framework. The first research question for this study addressed how Latin(x) STEM faculty describe the barriers to graduate socialization encountered while completing a STEM doctoral program. The second research question explored how Latin(x) STEM faculty describe components of the Community Cultural Wealth (CCW) model that assisted them in navigating barriers to graduate socialization encountered while completing a STEM doctoral program. Seventeen Latin(x) STEM faculty from colleges in the southwest United States participated in the study, providing answers on questionnaires, and partaking in individual interviews. Thematic analysis of collected data yielded the following best practices: 1) involve Latin(x) family members in the STEM doctoral journey, 2) integrate financial literacy, career, and institution procedural workshops, 3) engage the Latin(x) community and K-12 institutions with STEM, 4) cultivate positive relationships between faculty advisors and Latin(x) learners, and 5) provide faculty and staff with cultural, diversity and inclusion workshops. These findings may help leaders create policies that promote recruitment, retention, and success of STEM Latin(x) doctoral learners within their institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]