Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
Change Preferences / Time Zone
Sign In
Bluesky
Threads
X (Twitter)
YouTube
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.
Ila Wallace, Texas State University
Arnob Kumar Saha, Texas State University
Shreya Upreti, Texas State University
Kusum Bhattarai Sharma, Texas State University
Twyla Hough, Texas State University
Ruchi Dilip Kukde, Texas State University
Shetay Ashford-Hanserd, Texas State University
Cassandra Sullivan, Texas State University