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Examining Aspects of Cultural Capital Influencing Persistence Among Hispanic and Black Students in Computing Education

Fri, April 25, 1:30 to 3:00pm MDT (1:30 to 3:00pm MDT), The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Abstract

Despite efforts to broaden diversity in the field of computing, students from racially marginalized communities continue to encounter significant structural and social barriers to entry and progression. To assist in identifying ways to reduce barriers and increase supports, this study examined the persistence of Hispanic and Black undergraduates in computing education at a public Hispanic-Serving Institution in Texas, using a modified community cultural wealth framework. Findings revealed that aspects of aspirational, familial, navigational, and social forms of cultural capital influenced persistence among Hispanic and Black computing majors. By recognizing these cultural assets, educators and administrators can reform academic programs to better support and empower marginalized students to enter and persist in computing education and careers.

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