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Reimagining computer science education for female students of color

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Content Reimagining Computer Science Education for Female Students of Color
Yolanda Kol
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Yolanda Kol 2024
All rights reserved.

The committee for Yolanda Kol certifies the approval of this dissertation.
John Davis
Cathy Krop
Ekaterina Moore, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This qualitative research examines the experiences influencing a sense of belonging for female
students of color in secondary computer science (CS) education. The purpose of the study is to
address the intersecting race and gender gap in computing to advance equity, diversity, and
inclusion. Using semi-structured interviews with open-ended questions to capture lived
experiences and perceptions, counternarratives are utilized as an approach to determine relevant
and responsive pedagogical practices. The sample population consisted of 13 female students of
color who completed a secondary CS course within the past 5 years in the Greater Los Angeles
Area. Thematic analysis was used as a method to analyze the counternarratives and identify
emerging patterns, relationships, and themes related to the research questions and conceptual
framework. Findings from the study affirmed that the implementation of culturally responsive
practices led to increased belongingness and achievement of culturally relevant outcomes (e.g.,
critical consciousness). This research addresses a gap in the literature, particularly in the use of
counternarratives to explore and elevate the experiences of a group largely underrepresented in
computing at the secondary level. Thus, this study contributes to the literature by centering
counternarratives to determine pedagogical practices intended to dismantle existing inequities,
increase a sense of belonging, and broaden participation of female students of color in secondary
CS education.

Dedication
To Kaida.

Acknowledgments
I would first like to thank my dissertation committee: Dr. Ekaterina Moore, Dr. Cathy
Krop, and Dr. John Davis. Thank you for the critical feedback and guidance in shaping the
direction of the dissertation. I appreciate each one of you, your expertise, and collective support.
Second, I would like to thank the participants who provided insight into their experiences
as women of color in computer science. Your powerful counternarratives serve to challenge the
status quo and increase inclusivity for future generations.
Third, I would like to thank the Wednesday cohort and professors for the collaborative
space. Our discussions were relevant, timely, and applicable. Thank you, Sabbie and César, for
the productive and meaningful team meetings.
Fourth, I would like to thank Jan Murata for your exceptional leadership and ongoing
mentorship. This impactful journey began with the shared vision to ensure that our students have
access to computer science education. You are a genuine example of a transformational leader.
Lastly, I would like to thank my family. To my parents—Tong and Somaly—my
educational leadership values are rooted in the core values that you gracefully demonstrate and
instilled: compassion, community, and resilience. I am grateful for your teachings, unconditional
love, and benevolence. Thank you to my brother, Koda, and sister, Thyda, for the ceaseless
optimism, invaluable advice, and paving the path as first-generation college graduates. Finally, I
would like to thank my husband, Martin, for your presence, enduring love, and unwavering
support in all of life’s challenges and successes, including the process of earning this doctorate
degree. You inspire me daily.

Table of Contents
Abstract.......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. ix
List of Figures................................................................................................................................. x
Chapter One: Introduction to the Study .......................................................................................... 1
Statement of the Problem.................................................................................................... 1
Purpose of the Study ........................................................................................................... 3
Research Questions............................................................................................................. 4
Significance of the Study .................................................................................................... 4
Definition of Terms............................................................................................................. 5
Organization of the Dissertation ......................................................................................... 6
Chapter Two: Literature Review .................................................................................................... 7
Inequality in Computer Science Education......................................................................... 7
Advancing Equity in Secondary Computer Science Education........................................ 14
Conceptual Framework..................................................................................................... 20
Summary ........................................................................................................................... 25
Chapter Three: Methodology........................................................................................................ 26
Research Questions........................................................................................................... 26
Overview of Methodological Design................................................................................ 26
Data Source....................................................................................................................... 27
Credibility and Trustworthiness........................................................................................ 34
Ethics................................................................................................................................. 35
Positionality Statement ..................................................................................................... 36

Chapter Four: Findings ................................................................................................................. 38
Participants........................................................................................................................ 38
Findings for Research Question 1..................................................................................... 40
Findings for Research Question 2..................................................................................... 47
Summary of Findings........................................................................................................ 57
Chapter Five: Discussion and Recommendations......................................................................... 59
Discussion of Findings...................................................................................................... 59
Recommendations for Practice ......................................................................................... 62
Limitations and Delimitations........................................................................................... 71
Recommendations for Future Research ............................................................................ 72
Conclusion ........................................................................................................................ 74
References..................................................................................................................................... 76
Appendix A: Interview Protocol................................................................................................... 85
Appendix B: University of Southern California Information Sheet ............................................. 89

List of Tables
Table 1: Research Data and Questions ......................................................................................... 27
Table 2: Data Analysis Categories and Subcategories ................................................................. 33
Table 3: Participants Demographics............................................................................................. 39
Table 4: Cultivating Collective Critical Consciousness ............................................................... 66
Table A1: Interview Questions..................................................................................................... 86

List of Figures
Figure 1: Conceptual Framework ................................................................................................. 21

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Chapter One: Introduction to the Study
Computer science (CS) has revolutionized life in the 21st century. In CS education,
students develop computational and problem-solving skills as well as core competencies to thrive
in an increasingly technology-driven society. Computer science education can prepare students
for career readiness (Code.org et al., 2023; National Academies of Sciences, Engineering, and
Medicine, 2021; Office of the Press Secretary, 2016; Wyatt et al., 2020), enhance student
academic performance and learning outcomes across disciplines (Code.org et al., 2023), and
empower students to be active citizens who utilize technology for social change (Happe et al.,
2020; National Academies of Sciences, Engineering, and Medicine, 2021). Technology users are
global and diverse; however, female students and students of color remain underrepresented in
CS education (Code.org et al., 2023; U.S. Department of Education, 2023; U.S. National
Academies of Sciences, Engineering, and Medicine, 2021; Wyatt et al., 2020). Reimagining
Computer Science Education for Female Students of Color is focused on challenging the
intersecting race and gender gap with counternarratives intended to dismantle existing inequities,
increase a sense of belonging, and broaden participation of female students of color in secondary
CS education.
Statement of the Problem
According to the most recent data for bachelor’s degrees conferred in 2022 by
postsecondary institutions, students who graduated with a degree in computer and information
sciences and support services by race/ethnicity included approximately 46% White, 19%
Asian/Pacific Islander, 12% Hispanic, 10% nonresident, 9% Black, 4% multiracial, and 0.003%
American Indian/Alaska Native (National Center for Education Statistics, 2023). Furthermore,
the distribution of women with a bachelor’s degree or higher in the workforce accounted for 26%

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of computer and mathematical scientists (National Science Board, 2022). Expanding
participation in CS requires addressing disparities that perpetuate gender, racial, and
socioeconomic injustices that have historically, economically, and sociopolitically contributed to
the education debt (Ladson-Billings, 2006). Despite the shifting and evolving demographics in
the United States, the cultural values, norms, and practices in computing continue to be shaped
by men who are predominantly White (Eagly, 2021; National Academy of Sciences,
Engineering, and Medicine, 2021; Vakil, 2020). Hence, the dominant group remains the
gatekeepers to opportunities (Paris & Alim, 2014) as disparities widen specifically for women in
computing (Pew Research Center, 2018). Therefore, advancing equity in computing requires
transformative change in the culture of CS education.
In resistance to the dominant culture, culturally responsive practices offer an equityoriented approach that is inclusive of female students of color. Critical factors that cause early
disengagement in computing (Master et al., 2021) derive from a culture of pervasive gender and
race based stereotypes (Alford & DeOrio, 2019, p. 3; National Academies of Sciences,
Engineering, and Medicine, 2021; National Science Board, 2022) that reinforce practices that are
hostile, limiting learning opportunities (National Academies of Sciences, Engineering, and
Medicine, 2021; Ren, 2022), causing identity negotiation, and impacting a sense of belonging
(Funk et al., 2021; Kumar et al., 2018; National Academies of Sciences, Engineering, and
Medicine, 2021). In contrast, culturally responsive practices integrate students’ diverse cultural
backgrounds, lived experiences, and funds of knowledge (Moll & Gonzalez, 1994), fostering a
more inclusive learning experience in a student-centered environment. Thus, culturally
responsive practices serve to challenge oppression and decolonization toward advancing equity

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and social justice, shifting the dominant narrative to counternarratives that reimagine CS
education for students traditionally underrepresented in the field.
Purpose of the Study
The purpose of the qualitative study is to examine the experiences of female students of
color in secondary CS education to advance equity by broadening participation. The study aims
to understand how culturally responsive practices impact a sense of belonging in high school CS
courses. The study uses semi-structured interviews to capture first-hand experiences based on the
perceptions of the non-dominant majority. Thus, counternarratives are utilized as an approach to
raise awareness of traditionally marginalized voices and foster solidarity in promoting race and
gender diversity to broaden participation in CS education.
The purpose of selecting the high school context derives from the significant discrepancy
in representation when considering the intersection of race and gender. According to the State of
Computer Science Education (2023) report, 57.5% of public high schools offer foundational CS
(Code.org et al., 2023). However, marginalized groups are less likely to attend a school that
offers foundational CS courses (Code.org et al., 2023). In addition, the national average
participation rate for female students enrolled in a foundational CS course is 31% (Code.org et
al., 2023). With closer examination of average participation rates for Advanced Placement
Computer Science (AP CS) in the state of California (CA), participation in AP CS consists of
68% male, 31% female, and 1% other students. A study conducted by the College Board (Wyatt
et al., 2020) found that AP Computer Science Principles (CSP) serves as a gateway course as
students are more likely to declare a major in CS in college after completion of the AP CSP
course in high school. Consistent with the CA state average, the national average participation
rate for female students who took the AP CSP exam is 32% (Wyatt et al., 2020). Therefore, it is

4
critical to address the inequities perpetuated at the high school level to dismantle the intersecting
race and gender gap in CS.
Research Questions
The research questions that guide the study toward advancing equity in secondary CS
education are:
1. How do female students of color describe their experience in secondary CS course(s)?
2. Based on students’ perceptions, how can culturally responsive practices be used to
increase a sense of belonging for female students of color in secondary CS education?
Significance of the Study
Without equitable access to CS education, female students of color will continue to be
excluded from economic opportunities, financial empowerment, and income equality. Computer
science comprises relevant subfields (e.g., cyber security, data science) and emerging subfields
(e.g., artificial intelligence, quantum computing) that have applications in a multitude of domains
(e.g., healthcare, manufacturing, entertainment). Computer science education is foundational for
a changing labor market driven by technological advancements (Code.org et al., 2023; National
Academies of Sciences, Engineering, and Medicine, 2021; National Science Board, 2022). The
skills that secondary students develop in a CS classroom such as critical thinking, problemsolving, and creativity are essential and transferable to all industries in a global economy. Thus,
access to CS education ensures that students are prepared to meet the demands of twenty-first
century jobs.
For the tech industry, the consequences of excluding women of color signify a lack of
diversity and potential innovation. First, women of color may offer valuable contributions,
providing different perspectives to solving complex problems with present and new technologies.

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Second, women of color can actively work to foster a more diverse and inclusive work culture
(Corbett & Hill, 2015) that is fair and respectful. Finally, women of color can be essential role
models and/or mentors to the next generation (Corbett & Hill, 2015; National Academies of
Sciences, Engineering, and Medicine, 2021). As role models and mentors, women of color may
serve to inspire and empower female students of color to pursue their aspirations in CS by
challenging the pervasive stereotypes and biases that limit participation. Dismantling the status
quo by addressing the intersecting race and gender gap in CS can lead to a more inclusive
workforce in the tech industry and across all sectors of our multicultural society.
Definition of Terms
The following definitions clarify and underscore the key concepts that pertain to the
problem of practice:
● Computer science (CS) is the study of computers and their theoretical and practical
applications, including but not limited to computation, data, networks, algorithms,
programming, and automation.
● From the conceptual framework, culturally responsive practices in secondary CS
education consists of (a) challenging stereotypes and biases, (b) incorporating student
voice and agency, (c) integrating an interdisciplinary and social impact curriculum,
and (d) providing access to a support network.
● Equity is ensuring access to necessary resources and opportunities to achieve equal
outcomes of success.
● Female students of color include students who self-identify as female and a member
of specific ethnic groups underrepresented in CS: Black/African American,
Hispanic/Latina, Native American/Alaskan, or multiethnic.

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● Intersectional race and gender gap refers to the opportunity gap that impacts women
of color in computing.
● Due to historical oppression and perpetuating inequities, marginalized students
include students who lack equal access to societal privileges (e.g., economic, social,
political).
● Sense of belonging or belongingness is the feeling of acceptance and inclusion in a
certain group or community.
Organization of the Dissertation
Reimagining Computer Science Education for Female Students of Color is organized into
five chapters. Chapter 1 introduces the statement of the problem, purpose of the study, research
questions, significance of the study, and definition of terms. Chapter 2 includes a literature
review on inequality in CS education and advancing equity in secondary CS education. In
addition, it presents the conceptual framework which integrates culturally responsive practices
and culturally relevant outcomes. Chapter 3 describes the qualitative research design and
rationale for the methodology. Furthermore, it contains ethical considerations and researcher’s
positionality statement. Chapter 4 details the findings with thematic analysis. Chapter 5 includes
a discussion of findings, recommendations for practice, limitations and delimitations, and
recommendations for future research on broadening participation of female students of color in
secondary CS education.

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Chapter Two: Literature Review
In a technology-driven world, inclusion in computer science (CS) education is a matter of
equity, diversity, and power. According to a report published by the Pew Research Center
(2018), computer occupations surged by 338% from 1990 to 2018; however, the representation
of women in computing occupations declined. Based on career outlook, employment in computer
and information technology occupations is projected to increase faster than average with a 15%
employment growth into 2031 (US Bureau of Labor Statistics, 2023). Furthermore, the median
annual wage for this group is higher than average compared to all occupations nationally (US
Bureau of Labor Statistics, 2023). Without equitable access to CS education, female students of
color will continue to be left behind in a fast growing and high paying industry. In the first
section of the literature review, I start by interrogating the inequality in CS education. In the
second section, I proceed to examine current policies and practices focused on advancing equity
in secondary CS education. In the final section, I propose a conceptual framework with specific
practices focused on broadening participation of female students of color in secondary CS
education.
Inequality in Computer Science Education
In the study, the education debt (Ladson-Billings, 2006) is used to contextualize and
examine the ways in which race, intersectionality, and systems of oppression intersect to
perpetuate systemic inequality. Ladson-Billings (2006) stated: “We do not have an achievement
gap; we have an education debt” (p. 5). The education debt is an accumulation of historical,
economic, sociopolitical, and moral decisions (Ladson-Billings, 2006) that have influenced
practices resulting in unequal outcomes for marginalized groups. Thus, shifting away from a
deficit narrative underlining the achievement gap toward a critical perspective of an accumulated

8
education debt, this study analyzes the opportunity gap in CS education. In addition to examining
the cumulative effects of policies and practices that have led to the education debt,
intersectionality is applied as an analytical strategy (Collins, 2015) to underscore the intersecting
race and gender gap in CS. Based on one’s social identities, there are privileges or oppressions
inherent in pre-established systems of power. With an intersectional approach, we can better
understand the relationship between social identities and academic outcomes (Carey et al., 2018).
As a marginalized group underrepresented in the field, female students of color encounter
sociocultural challenges that influence their academic experiences across space and time in CS
education.
The Opportunity Gap
In science, technology, engineering, and math (STEM), the opportunity gap is a
manifestation of the education debt (Ladson-Billings, 2006) as underrepresented groups have
been historically excluded and denied opportunities (Dancy et al., 2020; Penprase, 2020). A
common response narrative in STEM education is building a pipeline (Vakil & Ayers, 2019) to
address the gap with policy initiatives and programs that offer access and resources to
historically underrepresented students. Based on a progressive agenda that is apolitical and
meritocratic, the pipeline is intended to increase diversity. Yet, policies alone do not guarantee
success in a system of racial capitalism “where individuals are promised access to economic and
social mobility but, in reality, set up for highly tenuous career paths with minimal opportunity
for positions of leadership or power” (Vakil & Ayers, 2019, p. 453). The STEM pipeline
narrative reflects false meritocracy and social mobility (Penprase, 2020) that omits the
integration of non-dominant perspectives.

9
The experiences of marginalized students, who lack privilege, in STEM education is
often excluded from the dominant narrative. Harris (1993) first introduced “whiteness as
property” to explain that “becoming white meant gaining access to a whole set of public and
private privileges that materially and permanently guaranteed basic subsistence needs and,
therefore, survival” (p. 1713). The concept of whiteness as property was adapted by Dancy et al.
(2020) with an intersectional approach and coined “science as White male property” (p. 2) to
interrogate the pattern of racialized and gendered privilege in STEM fields. For example, in the
46 federally funded research and development centers in the United States, 64% of leadership
positions are held by white men, 24% held by white women, and 3% held by women of color
(Russell & Metcalf, 2019). In terms of securing exclusive rights to an invention in the patent
system, women and minority (i.e., Black, Hispanic, and Asian) inventors secured patents at a
lower rate than white men (Schuster et al., 2020). Therefore, lack of access to leadership and
power limit economic opportunities and contribute to income disparities for underrepresented
minorities, particularly women of color.
With ongoing federal policy initiatives and programs such as Science, Technology,
Engineering, Mathematics, and Medicine Equity and Excellence Initiative (Office of Science and
Technology Policy, 2022), the demographic composition of women in STEM has improved
overall from 32% in 2010 to 34% in 2019 (National Science Board, 2022). However, the pattern
of distribution of women who graduate with a STEM degree varies across disciplines. For
example, women constitute 65% of social scientists but a mere 26% of computer and
mathematical scientists (National Science Board, 2022). Therefore, with a focus on the field of
computing, advancing intersectional equality in an inequitable system requires a targeted
approach.

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The Dominant Narrative
The rise of the technology industry and corresponding surge in computer occupations has
not been matched with an increase in participation by women. According to the Pew Research
Center (2018, 2021), women’s representation in computer occupations has decreased from 32%
in 1990 to 25% by 2018 (2018, p. 8) and remains at 25% (2021, p. 7). However, the data reflects
a paradoxical trend as the growth in computer occupations has increased by 338% since 1990
(2018, p. 16). Second to engineering, computing has the greatest gender disparity of women
workers in any STEM field (Pew Research Center, 2018). As computing reflects a
predominantly White and male dominated industry (Eagly, 2021; National Academy of Sciences,
Engineering, and Medicine, 2021; Vakil, 2020), the dominant social group becomes the
gatekeepers to opportunities (Paris & Alim, 2014) and widely accepted voice of the dominant
narrative.
Computing practices shaped by the dominant group in the industry prevail in the
education setting as the classroom is a microcosm of workplace culture. Thus, like women of
color, female students of color face a culture of discrimination based on a narrative that excludes
women in computing, limiting visibility and recognition. A contributing factor that perpetuates
the dominant narrative includes the pervasiveness of race and gender stereotypes of who does
and does not practice and pursue CS (Alford & DeOrio, 2019; National Science Board, 2022;
Wyatt et al., 2020). In a study conducted by Master et al. (2021), students as young as Grades 3
through 7 endorsed gender-interest stereotypes that favored boys in CS. Furthermore, genderinterest stereotypes were positively correlated with a lower interest in pursuing CS for girls
(Master et al., 2021). Societal stereotypes that reinforce the belief that women have a lower
interest in CS start early in childhood (Master et al., 2021), evolving into workplace stereotype

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threats (Corbett & Hill, 2015; U.S. National Academies of Sciences, Engineering, and Medicine,
2021) for women in the industry. Thus, female students of color are expected to consistently
work twice as hard (Wardell, 2020) to overcome the compounding challenges of systemic gender
and racial barriers embedded in cultural norms that shape their early perception and relationship
with CS.
The unheard voices that the dominant narrative excludes reinforces the limited support
that women have in computing. As the least represented group in CS, women of color encounter
isolation with minimal access to a support network consisting of women role models and
mentors (Cohoon, 2002). In higher education, women of color considered full-time faculty were
scarce at 0.4% in 143 CS departments across the United States (Corbett & Hill, 2015). As with
all professions, education serves as a bridge that connects students to the professional industry.
Therefore, the support that faculty or teachers provide influences initial interest, engagement,
and retention (Cohoon, 2002). A positive relationship with the teacher can foster an environment
conducive to improved academic performance. For instance, students of color may respond
positively to teachers who share the same cultural background as they may be apt at
incorporating culturally responsive tools in instruction (Bireda & Chait, 2011). Thus, as the
central role model in the classroom setting, educators play a pivotal role in supporting students to
cultivate an essential need for belongingness in CS education.
Sense of Belonging
Sense of belonging can be defined as a basic human need of feeling valued, included, and
accepted by a group. According to the theory of human motivation, the hierarchy of human
needs consist of (a) physiological needs, (b) safety needs, (c) love needs, (d) esteem needs, and
(e) self-actualization (Maslow, 1943). Belongingness, a component of love needs, includes the

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need to fit into society and belong to relevant social groups such as with family, co-workers, or
peers at school. Belongingness evolves from established safety and sequentially determines the
development of one’s self-esteem (Maslow, 1943). Hence, the degree of esteem derived from
self-respect and respect from others contribute to the self-confidence one has in achieving
independent and collective goals (Maslow, 1943). Thus, a sense of belonging is a fundamental
need that motivates human behavior in attaining the highest level of human needs toward selfactualization.
In the academic setting, a student’s sense of belonging is related to their success,
engagement, and well-being (National Academies of Sciences, Engineering, and Medicine,
2017). As a basic need that influences motivation (Maslow, 1943), students who have a strong
sense of belonging are more confident, interested, and persist in learning (Gopalan et al., 2019).
Groups that reflect the dominant social identities (i.e., White, male, heterosexual) have
advantages over marginalized groups in accessing the school culture, resources, and
opportunities as the education system is historically based on their needs. Therefore, the ease of
access resulting from systemic privileges can help foster a strong sense of belonging. In contrast,
marginalized groups are more likely to experience uncertainty about belongingness (Johnson et
al., 2007; Walton & Cohen, 2007) due to a disconnect from the educational context (e.g., school
community, practices, activities). Hence, students with a low sense of belonging may renegotiate
their own expectations and aspirations (Samura, 2016) to manage stress and threat to their wellbeing (National Academies of Sciences, Engineering, and Medicine, 2017). Nonetheless, the
benefits of a strong sense of belonging contribute to resilience and positive outcomes for students
in the academic setting.

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In the traditional CS context, a significant reason that women and people of color choose
not to participate can be attributed to the sense that they do not belong in computing (Barker et
al., 2009; Cohoon, 2002; Kumar et al., 2018; Sax et al., 2018). A climate based on perceived
stereotypes and discrimination makes it challenging to develop and maintain a sense of
belonging (National Academies of Sciences, Engineering, and Medicine, 2017). Therefore, it is
imperative to address the challenges that discourage participation. For female students of color,
cultivating belongingness requires overcoming the cultural barriers posed by traditional
schooling as well as integrating into a culture in which the values, norms, and practices have
been largely shaped by men who are predominantly White (National Academies of Sciences,
Engineering, and Medicine, 2021). One strategy includes ensuring access to CS education at an
early age (Cohoon, 2002) with opportunities to develop computing skills, challenging the
misconceptions of stereotypes (Master et al., 2021). In an empirical study conducted in
introductory computing courses across multiple universities, the researchers found that incoming
orientation (i.e., prior programming experience) was associated with an increased sense of
belonging for women (Sax et al., 2018). A second strategy includes fostering a common culture
of support to promote diversity at the institutional level as well as in the classroom. Institutions
that provide support in terms of recruitment (e.g., partnership with secondary schools) and
internal policies and practices (e.g., selection criteria for program admission) have higher interest
and retention rates for women in computing (Cohoon, 2002). In addition, a positive predictor of
belonging in computing for women include support from the CS department as well as support
from peers (Sax et al., 2018).
In order to challenge the dominant narrative in CS education, it is essential to provide
opportunities to cultivate a sense of intersectional belonging for women in computing. With a

14
collective understanding of the barriers and shared responsibility for improving equality, it can
lead to greater inclusivity for female students of color.
Advancing Equity in Secondary Computer Science Education
In the United States, 57.5% of high schools offer foundational computer science; yet the
national average participation rate in a foundational computer science course for female students
is 31% (Code.org et al., 2023). In addition to the gender gap, there is a race gap as marginalized
groups (i.e., Black, LatinX, and Native American) are less likely to attend a school that offers a
foundational CS course (Code.org et al., 2023). As a solution to the disparity in access to CS
education, President Barack Obama presented CS for All in 2016, an initiative intended to equip
and empower K–12 students with computational skills and transform consumers into creators in
our technology-driven world (Office of the Press Secretary, 2016). The national initiative created
a movement to advance equity in CS education.
Addressing the Problem: Policies
State policy and advocacy is a critical step to ensuring access to CS education at the
secondary level. The Code.org Advocacy Coalition developed nine policy recommendations
built on five principles, including equity and diversity (Code.org et al., 2022) to make CS
fundamental in secondary education. The nine policies (Code.org et al., 2022, p. 9) include:
1. Create a state plan for K–12 computer science.
2. Define computer science and establish rigorous K–12 computer science standards.
3. Allocate funding for computer science teacher professional learning.
4. Implement clear certification pathways for computer science teachers.
5. Create preservice programs in computer science at higher education institutions.
6. Establish computer science supervisor positions in education agencies.

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7. Require that all high schools offer computer science.
8. Allow a computer science credit to satisfy a core graduation requirement.
9. Allow computer science to satisfy a higher education admission requirement.
The policy recommendations serve as a blueprint to guide decision-making involving
educational partners to initiate change starting at the state level.
With a clear structure and common language, states can take actionable steps toward
closing the equity gap. As of 2022, the state of California (CA) adopted 6 of 9 policies to make
CS fundamental. The state does not require preservice programs at higher education institutions,
nor does it require that high schools offer CS. In addition, it is a district decision to allow CS to
satisfy a core graduation requirement. Nonetheless, 75.1% of CA high schools offer a
foundational CS course (Code.org et al., 2022, p. 42). Despite the relatively high percentage,
female students in CA comprised merely 31% of AP CS exam test takers in 2020-21 (Code.org
et al., 2022). According to a study examining the CS pipeline from secondary school to higher
education, participation in the AP CSP course was positively associated with declaring CS as a
college major, most notably for female and Hispanic students (Wyatt et al., 2020). In response to
the CS for All initiative, the College Board in partnership with National Science Foundation
launched the AP CSP course in 2016–17 designed to appeal to students underrepresented in CS
(Wyatt et al., 2020). As AP CSP serves as a gateway course, the data is indicative of the existing
opportunity gap.
In states that adopted the policy which requires that all high schools offer CS, enrollment
in CS courses is still not reflective of the broader student population (Code.org et al., 2022). For
example, out of the 27 states that require high schools to offer CS, only three states (i.e.,
Maryland, Mississippi, and South Carolina) have over a 40% overall participation rate in

16
foundational and/or AP CS by female students (Code.org et al., 2022). Of the three states that
have a 40% overall participation rate, Maryland (MD) is one of five states (i.e., Alabama, Idaho,
Indiana, MD, and Washington) that has adopted all nine policies (Code.org et al., 2022). Yet, the
data can be misleading. For instance, 94.2% of students in MD attend a high school that offers
foundational CS (Code.org et al., 2022). However, only 14.3% of students in MD are enrolled in
a CS course (Code.org et al., 2022). Thus, ensuring access to CS with state policy is a critical
step; however, addressing the disparity also requires advocacy and collaboration at the local
level.
Addressing the Problem: Practices
In exploring literature related to pedagogies intended to address the disparity in
computing, culturally relevant pedagogy (CRP) and culturally responsive teaching (CRT) are
used as theoretical models to guide implementation of pedagogical practices intended to increase
a sense of belonging for female students of color in secondary CS education. Culturally relevant
pedagogy and CRT share a common focus on centering culture, race, and equitable outcomes for
traditionally marginalized students. Culturally relevant pedagogy originated as a theoretical
perspective to “address the specific concerns of educating teachers for success with African
American students” (Ladson-Billings, 1995, p. 466). With a broader perspective, CRT originated
as a call for a “paradigmatic shift in the pedagogy used with non-middle-class, non-European
American students in U.S. schools” (Gay, 2018, p. 25). Within the context of this study, CRP
and CRT are applied, as intended, to challenge systemic inequality and advance social justice for
marginalized students.
Culturally relevant pedagogy and CRT share the commonality of being a liberatory,
student-centered approach. Both aim to improve the academic success of marginalized students

17
while affirming their cultural, ethnic, racial identities and lived experiences. In a culturally
relevant and responsive CS classroom, the educator challenges and critiques their own
instructional practices to create transformative learning experiences that are relevant and
meaningful for students. First, it necessitates shifting from the outdated deficit model of thinking
and assessing student achievement based on a historical Eurocentric model of education. In
addition, it includes modifying the traditional CS curriculum by selecting instructional content
and teaching strategies from the students’ cultural frames of reference and performance styles
(Gay, 2018). Lastly, it involves adopting an asset-based approach that invites the non-dominant,
intersectional voices of female students of color and promotes student agency in incorporating
their funds of knowledge (Moll et al., 1992) as valuable assets in co-constructing knowledge
(Douglas & Nganga, 2013) in the computing classroom.
Culturally relevant pedagogy and CRT can foster belongingness with relevant, enriching,
and attainable learning experiences in a safe and inclusive environment. According to the
National Science Board (2022), women accounted for 65% of undergraduates who earned a
bachelor’s degree in the social sciences. Considering the interdisciplinary nature and social
impact of computing work (Happe et al., 2020), a key factor in increasing belongingness
includes establishing a deeper purpose for learning the subject (Boston & Cimpian, 2018) by
aligning student interests with the learning objectives. Hence, contextualizing CS by making a
connection to contemporary social issues relevant to the students’ communities (National
Academies of Sciences, Engineering, and Medicine, 2021; Ren, 2022) can promote engagement.
Second, female students demonstrate interest in social and collaborative tasks (Boston &
Cimpian, 2018; Brotman & Moore, 2008). The soft skills (e.g., leadership, problem-solving,
communication) and team-oriented tasks (e.g., the design process, project management) are

18
fundamental to productivity in computing. Therefore, highlighting the need for a multitude of
technical and non-technical skill sets ensures inclusivity with diverse learning opportunities to be
an active contributor to computing solutions (Happe et al., 2020). Lastly, cultivating a growth
mindset (Boston & Cimpian, 2018; Dweck, 2006) with challenging, yet attainable goals is
important for developing autonomy (Linnenbrink-Garcia et al., 2016). In CS, gradually engaging
students with programming through a series of tasks that increase in complexity contributes to
building confidence and self-efficacy for sustaining long-term interest and commitment in
computing (Happe et al., 2020). Thus, access to a relevant curriculum that reflects students’
interests and responsive learning tasks that incorporate students’ assets can increase
belongingness in secondary CS education.
Collectively, CRP and CRT provide academic, cognitive, and social benefits for
marginalized students. When implemented effectively, the three criteria of CRP results in the key
outcomes for students. The first outcome of successfully implementing CRP includes attainment
of academic success (Ladson-Billings, 1995). With CRP, students are held to academic
excellence and demonstrate the ability to “read, write, speak, compute, pose and solve problems
at sophisticated levels” (Ladson-Billings, 1995, p. 475). An objective of CRP is to address the
systemic barriers that cause disparities in academic achievement for historically marginalized
students by designing learning opportunities that incorporate differences as positive assets to be
leveraged. Hence, to meet the needs of diverse learners, CRP seeks to align lived experiences
with learning objectives to reduce disparities in academic achievement by bridging the culture of
schooling and a student’s real-world context.
The second outcome of successfully implementing CRP includes increased cultural
competence (Ladson-Billings, 1995). Cultural competence includes demonstrating knowledge

19
and awareness of one’s own culture as well as other cultures (e.g., traditions, values, language,
practices). In CRP, the learning environment is structured to appreciate and affirm students’
cultural identities (Ladson-Billings, 1995). Thus, it is vital to recognize implicit biases,
assumptions, and differences in cultures in order to effectively design differentiated learning
experiences that resonate with students from diverse backgrounds. Culturally competent teachers
utilize students’ cultures as a vehicle for teaching and learning (Ladson-Billings, 1995) and
multiculturalism as an asset in the collective learning experience. With opportunities to develop
increased cultural competence, students learn to effectively communicate, interact, and coexist in
a diverse society.
The final outcome of successfully implementing CRP includes development of a
sociopolitical consciousness used to disrupt the status quo (Ladson-Billings, 1995). With the
development of a sociopolitical or critical consciousness (Freire, 1970), students learn to
recognize and analyze systemic oppression in order to challenge inequities present in schools and
other institutions (Ladson-Billings, 1995). Hence, the practice of raising sociopolitical
consciousness includes “the ability to take learning beyond the confines of the classroom using
school knowledge and skills to identify, analyze, and solve real-world problems” (LadsonBillings, 2014, p. 75). Thus, students learn to think critically about societal norms and interrogate
systemic inequality to address issues of social justice in their own communities. Without the
development of a critical consciousness, schools end up mirroring society, instead of improving
it (Love, 2019). Thus, critical consciousness serves to uplift and empower students in making
changes toward a more just society. The achievement of a critical consciousness leading to
collective empowerment is the pinnacle of CRP.

20
With effective implementation of CRP and CRT, the system of education shifts from
merely schooling to true education. Culturally relevant pedagogy and CRT underscore the
importance of incorporating cultural knowledge and intersectional identities to create learning
experiences that increase belongingness and empower students intellectually, socially, and
politically.
Conceptual Framework
Based on existing literature, there are recommendations that underscore the need for
culturally relevant pedagogy and culturally responsive teaching in CS education (Kapor Center,
2021). However, there is a gap in counternarratives that leverage student voices to explore the
impact of culturally responsive practices on a sense of belonging. Therefore, I devised a
conceptual framework that includes a connection between the key components of culturally
responsive practices, increased sense of belonging, and culturally relevant outcomes on student
experiences in secondary CS education. Guided by the conceptual framework, I will examine the
specified connection with the counter-storytelling approach. Counter-storytelling involves
capturing, via interviews, surveys, or community engagement, the voices of individuals omitted
or excluded from the majoritarian narrative (Alemán Jr., 2013). It is used to promote social
change by centering the experiential knowledge and amplifying the voices of students and
communities of color (Solórzano, 1998). In this study, I will provide space via interviews to
capture data based on the non-majoritarian perspective of female students of color. Subsequently,
I will interpret, make meaning (Lochmiller & Lester, 2017) and feature the data as
counternarratives in the findings section of the research. Thus, the counter-storytelling approach
is utilized to challenge the assumptions that shape the computing culture and uphold the
majoritarian narrative in CS education.

21
Figure 1: Conceptual Framework
Conceptual Framework
As a foundation for the conceptual framework, the selected practices and corresponding
student outcomes in the framework align with the values of culturally responsive teaching and
CRP. The four core components of culturally responsive practices include: (a) challenging
stereotypes and biases, (b) incorporating student voice and agency, (c) implementing an
interdisciplinary and social impact curriculum, and (d) offering a support network. In the
computing classroom, the teacher acts as the primary change agent who can carry out and
enforce culturally responsive practices, creating an inclusive classroom culture. From the student
perspective, an inclusive classroom culture allows for diverse learning experiences that can
enhance a sense of belonging in the computing context.
The first culturally responsive practice—challenging stereotypes and biases—consists of
changing the narrative by challenging the stereotype that CS is reserved for male students
(Master et al., 2021). It requires acknowledging the disproportionate ratio of male to female

22
students in computing (Code.org et al., 2022) due to misconceptions derived from perpetuating
the stereotype, as well as a culture of bias that favors the dominant group. Challenging
stereotypes consist of addressing the explicit and implicit biases that create an unwelcoming
environment that inhibits participation. For example, it includes concerted efforts from the
teacher and peers to recognize, reconsider, and adjust decisions that negatively impact social
interactions or curricular design choices that favor male students (Happe et al., 2020). From the
student perspective, the result of challenging stereotypes and biases can lead to encouraging
talented female students of color to pursue CS, creating a culture of inclusivity and diversity.
The second culturally responsive practice—incorporating student voice and agency—
involves tapping into students’ funds of knowledge (Moll et al., 1992) and cultural wealth
(Yosso, 2005) to produce authentic learning experiences. Based on students’ lived experiences,
funds of knowledge include the cultural values, social practices, and life skills that students
develop within their homes and communities that impact everyday functioning and well-being
(Moll et al., 1992). A student’s fund of knowledge reflects cultural wealth in the form of social
capital accumulated from experiences related to aspirational, familial, social, navigational,
resistant, and linguistic assets (Yosso, 2005). From the student perspective, classroom activities
that incorporate student voice and agency based on funds of knowledge and cultural wealth
provide opportunities to co-construct knowledge (Douglas & Nganga, 2013) and take ownership
of the learning process. It reflects an asset-based approach that bridges classroom learning and
real-world experiences.
The third culturally responsive practice—implementing an interdisciplinary and social
impact curriculum—emphasizes the need to highlight the interdisciplinary nature and social
impacts of computing work (Happe et al., 2020). In considering data on representation across

23
STEM majors by gender, a far greater percentage of women pursue careers in the social and
health sciences compared to computing (National Science Board, 2022; Pew Research Center,
2018). Solutions to real world problems such as in medicine or biology involve interdisciplinary
collaboration. Therefore, establishing a clear alignment with classroom learning and career-based
interests with curricular design can activate a student’s intrinsic motivation (Schunk et al., 2014).
Intrinsic motivation includes completing a task to fulfill an internal reward such as for personal
satisfaction or curiosity (Schunk et al., 2014). From the student perspective, access to an
interdisciplinary and social impact curriculum can influence the motivation to personally invest
and actively engage in the learning process.
Lastly, the fourth culturally responsive practice—offering a support network—includes
the support of peers and role models who share sociodemographic characteristics such as being a
female or person of color. As activities in the computing classroom often involve collaboration,
peer networks can provide affirmation and confidence to engage in learning opportunities,
leading to growth and achievement (Boston & Cimpian, 2018). In addition, role models (e.g.,
parents, teachers, mentors, guest speakers) can serve to inspire initial interest, encourage
engagement, and maintain retention. In contrast, the lack of a support network can cause
isolation, which can negatively impact student motivation. From the student perspective, offering
a support network can play a crucial role in developing a sense of belonging, actively engaging
in learning activities, and achieving success in the CS classroom.
The four components of culturally responsive practices are not mutually exclusive as
each practice contributes to building an inclusive classroom culture conducive to developing an
increased sense of belonging. In the context of the computing classroom, a sense of belonging
can be defined as a feeling of acceptance, inclusion, and support in the learning environment.

24
Thus, culturally responsive practices help to foster belonging with a sense of continuity between
schooling and the student’s lived experiences. For a marginalized group largely underrepresented
in CS, a sense of belonging is crucial as it impacts initial interest, academic performance, and
retention. Combined with a growth mindset (Boston & Cimpian, 2018; Dweck, 2006), belonging
can positively influence intrinsic motivation, engagement, and productivity in the computing
classroom. Hence, when students feel accepted and valued, they are more likely to take risks,
embrace challenges, and persevere in setbacks. Therefore, a strong sense of belonging allows for
the development of a computing identity (Dempsey et al., 2015) and achievement of positive
student outcomes in the CS classroom.
The result of increased sense of belonging enables the attainment of culturally relevant
student outcomes as specified in the Addressing the Problem: Practices section of the Literature
Review. The outcomes of successfully implementing CRP include: (a) academic success, (b)
cultural competence, and (c) critical consciousness (Freire, 1970; Ladson-Billings, 1995).
Shifting away from a deficit approach, building an inclusive classroom culture that values
diversity allows for implementing a student-centered curriculum to achieve mastery of content
area skills. Moving toward an asset-based approach, student strengths and interests are leveraged
to create positive and meaningful learning experiences for academic success. In the process of
attaining academic success, acknowledging and integrating student voice and lived experiences
ensure that students maintain cultural integrity by not requiring the compromise of cultural
identities while simultaneously cultivating a computing identity. Furthermore, with an awareness
of the historical, political, and social factors that impact representation of female students of
color in CS education, participation and success in computing become an act of liberation in
response to an inequitable system.

25
Derived from existing literature, the conceptual framework provides a guide to achieving
the research goal of advancing equity by broadening participation of female students of color in
secondary CS education. At a macro level, the research goal seeks to address the education debt
(Ladson-Billings, 2006). At the micro level, there is an emphasis on developing an increased
sense of belonging to enable achievement of the aforementioned student outcomes. A sense of
belonging, as reported by the individual, will be collected as data in the findings to address the
intersecting race and gender gap in CS education. In order to transform the culture of computing,
it requires fundamental changes at the systems level, as well as within the individual.
Summary
The literature review explicated the importance of dismantling systemic inequities to
ensure access to CS education at the secondary level for female students of color. It expounded
that culturally responsive practices serve to foster an inclusive classroom culture conducive to
sociocultural opportunities for development of an increased sense of belonging. A high level of
sense of belonging is a critical factor in improving engagement and thus, student outcomes. The
study premised the education debt to examine historical injustices perpetuated in current
practices that have led to a widening of the race and gender gap in computing. Female students
of color have historically experienced exclusion due to persisting stereotypes that start at an early
age and continue into the career field. With the information provided in the literature review, the
study seeks to capture the experiences and perceptions of female students of color to offer
counternarratives that enable change for students traditionally underrepresented in CS. In
challenging the status quo by ensuring equitable access to CS education, the future of technology
will no longer lie solely in the hands of the privileged.

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Chapter Three: Methodology
The purpose of the study sought to address the intersecting race and gender gap in
computer science (CS) education. Chapter 2 examined existing literature in this field of study
and proposed a conceptual framework that illustrates the connectedness of culturally responsive
practices on increased sense of belonging and culturally relevant outcomes. This chapter
comprises a restatement of the research questions, as well as the explanation and rationale for the
research design, data collection method, and data analysis. In addition, it includes information on
the study’s credibility and trustworthiness, ethical considerations, and positionality statement.
Chapter 4 will present the findings based on thematic analysis of the collected data, highlighting
prevalent patterns and themes that emerged from the counternarratives.
Research Questions
The research questions, informed by the conceptual framework, that guided the study
toward advancing equity in secondary CS education were:
1. How do female students of color describe their experience in secondary CS course(s)?
2. Based on students’ perceptions, how can culturally responsive practices be used to
increase a sense of belonging for female students of color in secondary CS education?
Overview of Methodological Design
The qualitative methodological approach was appropriate for the study as it is designed to
examine diversity in human experiences and social realities (Lochmiller & Lester, 2017).
Through the lens of female students of color, this study aimed to understand the subjective
experiences of the non-dominant majority in order to broaden participation in secondary CS
education. The interviewing method was used as the primary source of data collection. As

27
counternarratives, the data served to amplify the voices of the non-dominant majority and
promote inclusivity in the field.
Data Source
The primary data collection method used included interviews (Table 1) with female
students of color who completed a minimum of one CS course in high school. The protocols that
I employed included gathering of rich data with open-ended questions to elicit responses that
provided thick descriptions (Lochmiller & Lester, 2017) of context-specific experiences. The
semi-structured interview protocol allowed for flexibility in collecting and analyzing the data as
the conversation evolved based on participants’ responses. The qualitative data was subsequently
used to understand the complex interplay between participants and the secondary CS context.
Table 1: Research Data and Questions
Research Questions and Data Source
Research questions Interviews
RQ1: How do female students of color describe their experience in
secondary CS course(s)?
X
RQ2: Based on students’ perceptions, how can culturally responsive
practices be used to increase a sense of belonging for female students
of color in secondary CS education?
X

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Interviews
The primary source of data collection consisted of semi-structured interviews with openended questions intended to “achieve understanding of the process for how people make sense of
their lives and interpret their experiences” (Merriam & Tisdell, 2016, p. 15). The quality of the
interview was dependent on the quality of the questions (Merriam & Tisdell, 2016). Therefore,
the interview questions were strategically designed to address the research questions and connect
to the constructs presented in the conceptual framework. The duration of the interview ranged
from 40 minutes to an hour with a total of 15 questions (Appendix A). The interview questions
were selected for validity after an expert review. I had three experts in the field of education
review the questions to determine clarity, relevance to the conceptual framework, and
comprehensiveness in aiming to address the research questions. During the interview, member
checking was used to ensure credibility in trustworthiness. Hence, I restated information
provided by the participant and employed probing questions (Robinson & Leonard, 2019) to
affirm accuracy of the data with respondent validation (Maxwell, 2013). Lastly, I had planned to
follow-up with written communication for clarity; however, clarity was not needed.
Participants
The participants consisted of 13 female students of color who completed at least one CS
course in high school. The sampling technique included non-probability, purposeful sampling as
the study required “purposefully [selecting] whom to interview” (Merriam & Tisdell, 2016, p.
100). In order to qualify for the study, the participant met the following criteria: (a) identified as
a female of color, (b) completed at minimum one CS course in high school within the past 5
years, (c) attended a high school in the Greater Los Angeles Area, and (d) documented as 18
years or older. Upon approval from the institutional review board (IRB) at USC, I recruited

29
participants by publicly posting a description of the research purpose, criteria for participation,
and interest form on the LinkedIn social media platform, disseminated the information to
educators within my network, and employed snowball sampling (Merriam & Tisdell, 2016) with
participants for referrals. The interest form was created using the Google Forms application. On
the interest form, the participant acknowledged the criteria for participation and agreed to
participate in a 60-minute interview. A total of 16 individuals expressed an interest via the form;
however, 13 of 16 resulted in an interview. I had anticipated that the study would consist of a
small sample size as only 45% of high schools in California offer foundational CS and the
national average participation rate of young women in foundational CS is 31% (Code.org et al.,
2023). Therefore, I had aimed to recruit at least 10 participants and concluded the recruitment
process after 13 interviews.
Instrumentation
For the interview, I devised 15 semi-structured questions (Appendix A) linked to the
conceptual framework and aimed at answering the research questions. The conceptual
framework lists four culturally responsive practices that contribute to an inclusive classroom
culture for female students of color: (a) challenge stereotypes and biases, (b) incorporate student
voice and agency, (c) implement an interdisciplinary and social impact curriculum, and (d) offer
a support network. There were two main questions per each of the culturally responsive practices
and three main questions that relate to a sense of belonging. With the 11 questions, I sought to
capture the participants’ perceptions based on experiences, opinions, feelings, and knowledge
(Patton, 2002). In addition, I included three demographic questions (Patton, 2002) to gain
background information and segment the data based on demographic categories. Lastly, as the
final interview question, I invited respondents to freely add any additional thoughts.

30
I opted for semi-structured, open-ended questions to allow for flexibility during the
interviewing process (Merriam & Tisdell, 2016). Despite having set questions approved by IRB,
I provided respondents the time and space to communicate their answers. I maintained the
spontaneous generation of questions in the natural flow of interactions (Patton, 2002), reordering
the questions during the interview, if necessary. For example, I encouraged participants to
express their responses uninterrupted. With the opportunity to freely communicate, their
responses occasionally merged into answering subsequent questions; yet I did not interfere and
opted to rearrange the questions. Therefore, it enabled deeper exploration of their perspectives,
uncovering unexpected insights. Lastly, at the close of the interview, I asked permission to
follow-up post-interview for clarification.
Data Collection Procedures
Upon receiving confirmation that a participant agreed to be a part of the research via the
interest form, I used the contact information provided to send an acknowledgment to the
respondent via email with the Study Information Sheet (Appendix B) and request for availability.
Based on the participant’s availability, I sent out a follow-up email that confirmed the interview
date, time, and location. The duration of each one-on-one interview ranged from 40 minutes to
an hour. The interview took place via Zoom video platform to accommodate for location
variability. A criterion for participation included enrollment in a secondary CS course within the
past 5 years. Therefore, all 13 participants consisted of current college students; hence, the
locations of the participants varied.
Prior to the interview, I reiterated the confidentiality agreement stated in the Study
Information Sheet (Appendix B) and obtained verbal consent before proceeding with the study. I
used Otter.ai, a speech to text transcription application, to capture the audio recordings and

31
transcribe the interview in real-time. For the interview, I printed the interview questions on paper
in order to track the questions and take notes, using quotation marks to indicate participants’
responses verbatim, brackets to denote my own thoughts, and circles to signify key concepts
related to the conceptual framework. In addition, I appropriately modified the order of the
interview questions and/or inserted relevant probing questions based on respondent validation
(Maxwell, 2013) to ensure gathering of rich data (Maxwell, 2013) regarding participants’
experiences and perceptions. After the interview, I reviewed the transcriptions for accuracy and
used pseudonyms to preserve confidentiality. I encrypted and stored the audio recordings and
transcripts on a password protected device. I will preserve the files for 3 years after the
submission of the dissertation in practice in compliance with IRB at USC.
Data Analysis
Data analysis involved “making meaning and understanding of [the] phenomena through
the subject, and not the researcher” (Merriam & Tisdell, 2016). As the qualitative study reflects
an emergent research design (Lochmiller & Lester, 2017), the first part of the data analysis stage
occurred during data collection. I used concept mapping to make connections between
respondents’ answers and the conceptual framework (Maxwell, 2013) as I identified patterns and
themes that emerged within and across interviews. After the interview, I immediately reviewed
the notes to add annotations, capturing timely reactions and ideas that I may have overlooked.
Subsequently, I manually proofread the transcripts for grammatical, spelling, and punctuation
errors. In addition, I listened to the audio recordings to validate the accuracy of the transcripts.
In the second part of the data analysis stage, I used the ATLAS.ti software to conduct
thematic analysis. Thematic analysis was used to identify relationships between interconnected
categories as themes emerged during and after the data collection process. Using deductive

32
coding, I defined categories and subcategories for analyzing participants’ experiences and
perceptions based on the conceptual framework and the research questions. I first created groups,
then added categories and subcategories (Table 2). The three groups of categories included: (a)
culturally responsive practices, (b) sense of belonging, and (c) culturally relevant outcomes. The
categories aligned with the constructs presented in the conceptual framework and the
subcategories captured the nuances in each category. For example, student voice and agency is a
category under culturally responsive practices. In order to delve deeper into the category, I
devised the subcategories of collaboration, project-based learning, and student-centered learning
to capture the variations that emerged within the broader construct. Therefore, organizing the
data systematically under the listed categories and corresponding subcategories (Table 2)
allowed for validating the findings against the conceptual framework and enhancing alignment
with the study’s purpose. Lastly, I ran the code-document analysis feature in the software to
capture the patterns that occurred during the interviews in order to identify emerging themes
according to the categorization of codes. Thus, I analyzed the codes based on level of
occurrence, established thematic categories in relation to the research questions, and
incorporated the analysis into the study’s findings.

33
Table 2: Data Analysis Categories and Subcategories
Data Analysis Categories and Subcategories
Group Category Subcategories
Culturally responsive
practices
Stereotypes and biases ● Encountering
stereotypes and biases
● Combating
stereotypes and biases
Student voice and agency ● Collaboration
● Project-based learning
● Student-centered
learning
Interdisciplinary and social
impact curriculum
● Interdisciplinary
learning
● Real-world problemsolving
● Social responsibility
Support network ● Role model / mentor
● Peer support
● Affinity group
Sense of belonging Sense of belonging ● Sense of belonging
● Lack of belonging
Culturally relevant outcomes Academic success ● Motivation
● Perseverance
● Self-efficacy
Cultural competence ● Diversity
● Inclusion
● Cultural affirmation
Critical consciousness ● Self-empowerment
● Collective
empowerment
● Challenging the status
quo

34
Credibility and Trustworthiness
In a qualitative research design, it is critical to establish credibility and trustworthiness in
the research process. As the primary source of data collection, I established credibility in the
interviewing method. I devised semi-structured, open-ended questions (Merriam & Tisdell,
2016) and avoided leading, dichotomous, and double-barreled questions (Robinson & Leonard,
2019) to maintain consistency across interviews and reduce cognitive load for research
participants. During the interview, I listened attentively without judgment (Patton, 2002) and
conducted member checks (Merriam & Tisdell, 2016) with respondent validation (Maxwell,
2013). With in-interview validation, I asked relevant probing questions, requested clarification or
elaboration on responses, and invited feedback to ensure completeness of responses. In addition,
I periodically summarized the participants’ responses to accurately capture their perspectives.
Lastly, I provided process feedback with reinforcement and recognition of responses (Patton,
2002) to encourage participants to freely express their viewpoints and appropriately pace the
interview to yield credible data.
As the primary instrument of data collection (Merriam & Tisdell, 2016), the inherent
views of the researcher could potentially influence the research design and outcomes. Thus, in
order to establish and sustain trustworthiness, I engaged in reflexivity (Lochmiller & Lester,
2017; Merriam & Tisdell, 2016) as a critical researcher in the planning, conducting, and writing
stages of the research process. In an ongoing researcher reflection memo, I continued to
interrogate my own positionality in relation to power structures and research orientation.
Moreover, I examined the notes that I composed during the data collection stage to account for
biases and assumptions derived from subjectivity to avoid misinterpretation of the collected data

35
in the analysis and research findings stages. By inquiring into the self in a structured process, I
aimed to increase trustworthiness in the research process.
Ethics
As the researcher, I maintained participants’ integrity by being professional and
respectful of participants’ rights and dignity. The first ethical consideration that I adhered to
included compliance with legal and institutional requirements (Lochmiller & Lester, 2017). I
received approval for the research proposal by IRB at USC. During the recruitment phase and
prior to all interactions with participants, I emphasized that participation is voluntary and
respondents maintained the right to opt out of the research at any point during the process as
outlined in the Study Information Sheet (Appendix B) and verbally reiterated prior to the
interview. I maintained confidentiality of participants by using pseudonyms and omitting
personal identifiers to protect the identity, privacy, and sensitive data of respondents in
transcripts, audio files, and publication. Moreover, I encrypted and stored research related files
on a password protected device.
As consent does not equate to trust between the researcher and participants, a major
ethical consideration of the study involved building rapport (Merriam & Tisdell, 2016) in order
to mutually build community (Glesne, 2011). From the onset of the study, I worked to build trust
and reciprocity (Glesne, 2011) by being clear and transparent regarding the research purpose and
data collection process. Using a culturally sensitive research approach (Tillman, 2002), I sought
to understand the norms, language, and beliefs of relevant cultural groups to engage in open
dialogue throughout the research process. Moreover, I addressed the inherent power dynamic
between researcher and participant within the research itself (Merriam & Tisdell, 2016) by
emphasizing my role of the researcher as “advocate” (Glesne, 2011) and practitioner who

36
champions the cause of broadening participation of female students of color in CS education.
Hence, from the onset, I had intended to provide a platform to include counternarratives,
highlighting voices that have historically been excluded in traditional research. Thus, I
graciously acknowledged participants’ time, insights, and contributions to the study. Lastly, I
reported the results and contextualized the findings (Glesne, 2011) (i.e., counternarratives in an
inequitable system) to accurately reflect the best interests of participants in the publication of the
research.
Positionality Statement
As an educator of color who teaches CS at the secondary level and works predominantly
with students of color, I am personally invested in balancing the ratio of male to female students
of color enrolled in secondary CS courses. The biases that I bring to the study relate to my lived
experiences based on my positionality of being a female, child of immigrants, first generation
college graduate and current teacher employed by the K–12 school district that I attended. I have
experienced race and gender biases as a student and teacher; therefore, as a female educator of
color, I strive to target such biases. Therefore, my bias as the primary instrument of data
collection and analysis includes a post-positivist paradigm stance (Lochmiller & Lester, 2017) in
believing that effective implementation of culturally responsive practices can lead to increased
inclusivity of female students of color in secondary CS education. In further examining power
and positionality, I acknowledged the power dynamic inherent in the researcher-participant
relationship, in which the researcher holds a position of authority. Thus, my perspectives based
on my positionality influenced the conceptual framework that I decided to employ, which
provided a structure that guided the research process and supported the analysis. However,

37
according to standpoint theory (Harding, 2015), as my perspective does not reflect the
majoritarian narrative, it may serve to offer increased objectivity in the field of study.
My positionality parallels the positionality of the research subjects as female students of
color; nonetheless I approached the study with an understanding that each participant offers
diversity in thought based on their unique lived experiences. I mitigated potential biases and
assumptions by researching the self (Milner, 2007) and engaging in ongoing reflexivity
(Lochmiller & Lester, 2011) to generate self-awareness while striving to maintain objectivity
throughout the research process.

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Chapter Four: Findings
The purpose of this qualitative study sought to capture the experiences and perceptions of
female students of color in secondary CS education and examine relevant practices intended to
increase a sense of belonging. Data from the semi-structured interviews were collected between
December 2023 to January 2024. In this chapter, the findings are presented in accordance with
the conceptual framework and the following research questions:
1. How do female students of color describe their experience in secondary CS course(s)?
2. Based on students’ perceptions, how can culturally responsive practices be used to
increase a sense of belonging for female students of color in secondary CS education?
Chapter 4 starts by introducing the participants with demographic data, including self-reported
ethnic identity and current college major. It then proceeds to address the research questions with
the prevailing findings, followed by a summary on the findings and connection to the conceptual
framework.
Participants
Based on the criteria for participation in the study, the 13 participants (a) identified as a
female of color, (b) completed at minimum one CS course in high school within the past 5 years,
(c) attended a high school in the Greater Los Angeles Area, and (d) documented as 18 years or
older. In alignment with the ethical underpinnings and confidentiality agreement, the collecting
of personal identifying information was minimized; hence, only information deemed relevant to
the study is reported in this chapter. At the time of the data collection, all 13 students were
current undergraduate students in post-secondary education. Of the 13 participants, eight
participants self-identified as Latina and five participants self-identified as Black or African

39
American. Table 3 presents salient demographic data on each participant, who are referred to by
a pseudonym to preserve anonymity.
Table 3: Participants Demographics
Participants Demographics
Participants (pseudonyms) Ethnic identity Undergraduate major
Student A Latina Criminology, law and society
Student B Latina Computer science
Student C Latina Computer science
Student D African American Cognitive science
Student E African American Cognitive science
Student F Latina Public health sciences
Student G Latina Computer science and child
development
Student H Latina Computer science
Student I Latina Biomedical engineering
Student J Black Communication
Student K Latina Computer science
Student L African American Game design and interactive
media
Student M African American Public health policy

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The participants reflect a range of undergraduate majors in college. Of the self-reported
undergraduate majors, CS represents the highest participation rate for any one major at five of 13
(38%) participants. When combined, the remaining eight of 13 (62%) participants are non-CS
majors. Therefore, the study examines both the experiences of students who did and did not opt
to continue with CS as an undergraduate major in college.
Findings for Research Question 1
The first research question sought to capture the experiences and understand the
perspectives of female students of color in secondary CS course(s): How do female students of
color describe their experience in secondary CS course(s)? Based on thematic analysis of the
data in ATLAS.ti, the findings revealed three major themes: (a) cultural affirmation, (b) peer
support, and (c) empowerment. In the interviews, the participants described their experiences
using terms such as “accepted,” “inviting,” “encouraging,” “teamwork,” “valued,” and “proud”
to illustrate and make meaning of their experiences in the secondary CS course(s).
Cultural Affirmation
Each student enters the classroom with funds of knowledge (Moll et al., 1992) and offers
cultural wealth (Yosso, 2005) as assets in the collective learning environment. In recalling their
experiences in secondary CS courses, 10 of 13 participants (77%) contextualized being a part of
a culturally affirming classroom environment. They attributed cultural affirmation to factors
relating to existing in a “diverse classroom” with “different perspectives” as well as being among
other “minorities” and “people of color.” While reflecting on a culturally affirming space, 7
participants (54%) expressed that they felt validated and did not directly encounter racial
stereotypes or biases as a result of representation. Student B commented on how “it’s easy to let
those stereotypes get to you and discourage you from continuing” in a field that traditionally

41
lacks diversity. Yet, in contextualizing her own experience, she explained that it was “easier to
not have those doubts, because I did see, you know, minorities in my class.” Furthermore, she
acknowledged that diversity in perspectives is significant to real world problem-solving:
I don’t take things in pieces, like I have to see the full story… analyze every point of
view and so I feel that gives me – I don’t want to say unbiased because I think everyone
is biased – but it opens my mind to different opinions, different feedback because I know
that there isn’t just one way to solve things because in computer science, there isn’t just
always one way to solve things… it just opens me up to not seeing things in black and
white because life isn’t binary.
Student B underscores the significance of diversity and differing perspectives as life is not
“binary.” In her context, being in a diverse classroom served to provide cultural affirmation and
an opportunity to develop cultural competence (Ladson-Billings, 1995) in valuing different
perspectives as assets for learning and problem-solving.
Similarly, Student G experienced cultural affirmation in a diverse classroom as she
recalled that “it’s not just me who looks like me there” and felt validated that “it’s just a really
big thing to see other people that look like you in places, and that’s how you kind of see that you
belong.” She proceeds to explain the impact on her academic perseverance: “I always felt like I
could continue doing it because the people around me look like me.” For Student G, cultural
affirmation based on representation fostered a level of belongingness. The visibility of other
students who share a similar cultural background in the same context inspired confidence,
serving as a motivator to persist and overcome the challenges she encountered.

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In further reinforcing the importance of cultural affirmation, Student H shares her general
perspective, in the contrasting experience of being in a setting that does not include cultural
diversity:
It’s harder when you see no one like yourself around you. You do feel more isolated. And
it’s definitely something that can take a chip at you over time, especially if you’re
struggling with something and the other people like you who are around you aren’t
struggling, and it can be difficult when you don’t see yourself in your peers.
Based on Student H’s perspective, a lack of diversity excluding people who “look like you”
makes it “harder” as it causes the feeling of “isolation” in a space. When recounting her personal
experiences, she shared that her class was “very diverse” which caused her a sense of relief as
she had “not experienced any bias or stereotypes.” In considering the idea of encountering
stereotypes or biases in the CS course, she expressed that it is “a daunting idea to have when
you’re trying to take classes like that.” Student H’s culturally affirming experience in a diverse
class contrasted with her perspective on the negative impact of the lack of diversity, emphasizing
the need for diversity in a field that reflects a disparity in representation.
Based on the perspectives and experiences of participants in the study, the commonality
of a diverse classroom provided a safe environment in which to develop cultural affirmation. For
female students of color, cultural affirmation contributes to feeling accepted and supported in the
secondary CS classroom.
Peer Support
In recounting their experiences in the secondary CS classroom, 10 of 13 participants
(77%) discussed having a system of support that consisted of peers. They attributed the factors
leading to academic success (Ladson-Billings, 1995) such as motivation, perseverance, and self-

43
efficacy to a peer network (Boston & Cimpian, 2018). Participants expressed finding unity in the
common “struggle” of taking CS for the first time. For example, Student H recounts: “It
definitely made me feel like I can, like everyone else here is learning and it doesn’t put me at a
disadvantage because I’m like newer to it.” Likewise, Student D shared a similar sentiment: “I
did not feel like less than with the other students or like I didn’t know as much as the other
students. We were all working together to learn; to get our first-hand experience of coding.”
There is a shared understanding and empathy for the challenges related to collectively learning a
new subject. Thus, for the students with no prior experience in coding, the commonality of
starting on an even playing field contributed to the motivation to continue engaging with the new
content.
From the perspective of students who encountered academic challenges in CS, peer
support led to greater success in overcoming obstacles related to perseverance and self-efficacy.
Student I described the compassion demonstrated by her classmates and feeling “very fortunate
to have peers who were understanding and open to helping me understand the content better.”
The willingness of her peers to receptively provide support without being dismissive enhanced
the learning experience, influencing her level of confidence socially and academically. She
recalled the point in which she persevered and recognized a shift:
… knowing that these were subjects and skills that I may not be familiar with, but I was
still able to try and learn and I feel like that confidence allowed me to ask for help from
my peers whenever I was struggling, and be able to connect with them more on computer
science; and from there, be able to share and exchange ideas and even come to a point
where my peers… who were male started asking me about their code and checking their
code for them when there were errors or things like that.

44
The “encouragement” from peers positively influenced her “confidence” in being in a space that
she initially did not feel entirely comfortable, characterizing her experience as “stepping into the
unknown.” Yet, with peer support, it allowed her to develop the confidence to “ask for help.”
Consequently, she was able to thrive. In cultivating self-efficacy in CS, she underwent a role
reversal, subsequently becoming the support for other students.
In a classroom that reflects a range of experiences, a system of support functions
effectively when there is a reciprocal relationship between students with little to no experience
and students with greater proficiency in an academic area. In reinforcing the system of support,
Student C recounted:
I think everyone was just super friendly, including myself, with trying to help you out if
you were struggling in any way, but also, it was a really good space where I felt like I
could also be able to help any other students in the class.
In her statement, Student C emphasizes her role in supporting other students and attributed the
ability to do so to an environment conducive to collaboration. For example, she used the phrases
“collaborative space,” “super encouraging,” and “comfortable learning environment” to provide
context. As a student with increased mastery of the content, she fostered the learning space by
supporting her peers. In return, she expressed: “I felt like I was able to play with all of my ideas
that I had” and recalled a specific memory: “I remember going up to the board occasionally and
solving something and then everyone’s, kinda, supportive. No one’s really bashing you.”
Therefore, she provided and received support, which fostered a sense of shared responsibility in
the learning community.

45
During the interviews, peer support manifested as the most prominent component in the
student’s system of support. Thus, in the secondary CS classroom, peer support serves to build
community and enhance the learning experience for students at all levels.
Empowerment
Based on their experiences in the secondary CS courses, 9 of 13 participants (69%)
recalled specific examples of learning opportunities that led to empowerment. The learning
opportunities derived from academic success and in achieving a collective goal while
collaborating with peers on projects. The students used terms such as “proud” and “empowered”
to describe accomplishing programming related tasks such as in developing an app. For example,
Student F described: “I’m really proud of me for building something or making something out of
nothing.” In the process of developing an app, students are required to apply problem-solving,
creative, and technical skills to arrive at the end product. For Student F, the opportunity to
“[make] something out of nothing” in the secondary CS course marked a noteworthy moment of
taking ownership in the learning process. She continued:
I felt empowered every time we did any sort of project, because I thought it was really
cool and interesting to see something that you built yourself with your own hard work.
And it’s something that you’ve never really seen before or that you’ve never done before.
So it makes you feel proud that you learned this yourself and you took all the steps
toward building it; and that in the future, if you continue doing this, you can eventually
help a lot of people with it.
In referencing the source of empowerment as a direct result of her “own hard work,” she also
considers the potential real-world impact of app development. Thus, her reflection demonstrates

46
the ability and mindset to proactively shift from being a passive user to an active participant in
the digital world.
With opportunities to collaborate on projects, participants found it empowering to use
student voice and agency to achieve a common goal. Student D shares:
I felt empowered to bring in my own side to the table, my own opinions and my own
perspectives; and just being able to work with other students of different perspectives –
for us to work together to combine ideas together for the same goal – that’s when I felt
the most empowered.
By using her voice, she was able to apply her knowledge and equally partake in decision making
during the development process, shaping the end product. Exercising student voice can also
imply advocating for practices that reinforce diversity and inclusivity. From the viewpoint of
Student L, she makes the assertion:
I definitely felt empowered when I would do well on an assignment, and I know I tried
really hard. Or when I would help somebody else out that was struggling because being a
woman of color, you don’t get that many opportunities to show other people that you’re
smarter, you’re capable.
Her statement acknowledges the intersectional challenges (Collins, 2015) related to systemic
stereotypes and biases of being a “woman of color” in the context of CS. She suggests that her
intelligence may be overlooked or underestimated as implied by the lack of “opportunities.”
Therefore, she “felt empowered” when she had the opportunity to achieve mastery and use her
voice to offer peer support. Similar to Student L, Student B found it empowering to prove her
academic aptitude in CS. In referencing her successful performance on the AP CSP exam, she
shares:

47
I remember being so proud of myself and feeling that I can do it. And I did because I did
pass the AP exam and so in that moment, and when I passed, I felt empowered and just
knowing that, you know, this is my education.
The concrete achievement of passing the AP exam reinforced Student B’s confidence and selfefficacy in CS. She felt “proud” that the outcome was a direct result of her own efforts.
Furthermore, at that moment, she acknowledges the empowering effect of taking ownership of
her education.
The common theme of empowerment across interviews underscores the importance of
ensuring opportunities to exercise student voice and agency in collaborative settings and prove
mastery on academic tasks. For participants in the study, actively engaging and taking ownership
of the learning process led to the critical development of empowerment for female students of
color in secondary CS.
Findings for Research Question 2
The second research question sought to build upon research question one in order to
determine relevant practices to increase belongingness of female students of color in secondary
CS course(s): Based on students’ perceptions, how can culturally responsive practices be used to
increase a sense of belonging for female students of color in secondary CS education? Based on
thematic analysis of the data in ATLAS.ti, the findings revealed three major themes: (a) studentcentered curriculum, (b) inclusive community of learners, and (c) critical consciousness. The
three prevailing themes that emerged are inclusive of the four culturally responsive practices
outlined in the conceptual framework: (a) challenge stereotypes, (b) student voice and agency,
(c) interdisciplinary and social impact curriculum, and (d) support network.

48
Student-Centered Curriculum
A prevailing theme that contributed to a strong sense of belonging included
implementation of a student-centered curriculum that is culturally responsive (Gay, 2018). Based
on participant responses, the implementation of a student-centered curriculum produced learning
experiences that centered the student as an active learner with autonomy (Happe et al., 2020).
Hence, the academic tasks reflected student voice and agency, allowing for the integration of
funds of knowledge (Moll & Gonzalez, 1994), as well as the potential for social impact. In
explaining their accomplishments in the course(s), 10 of 13 participants (77%) referred to
student-centered academic tasks as having a positive impact on their level of belongingness. For
example, in developing an app on “the Black Lives Matter campaign and different victims of
police brutality,” Student J explains: “I was able to take my knowledge of Comp Sci and apply it
to something that I was passionate about.” A student-centered curriculum that enables student
voice and agency fosters engagement with the content, bridging classroom learning with real
world issues that are culturally relevant. In addition, she continues:
That project actually brought a lot of sense of belonging and fulfillment to me… and it
made me sort of want to see what else I could do with computer science, like I ended up
researching some major at my college that would include UX, which is a different aspect
of Comp Sci.
In developing an app on a topic that “mattered with [her] knowledge from CS,” it led to further
“researching” on a potential college “major” that incorporates her particular interest in CS,
specifically the interdisciplinary skills involved in visual design associated with the “UX” or user
experience aspect. Hence, a significant outcome of engaging with the content in a meaningful

49
way increased her sense of belonging in the course and influenced the consideration of pursuing
a CS related field in the future.
In the context of secondary CS courses, there is an emphasis on the development of
computational thinking skills. Moreover, the development of a computing identity (Dempsey et
al., 2015) further includes authentically relating to the learning activities with an increased sense
of belonging in the larger CS community. With a student-centered curriculum, students are
provided opportunities to potentially develop a computing identity. Similar to Student J, Student
K associates the development of an app that incorporates student voice and agency with an
increased sense of belonging in CS. In discussing the development of an interdisciplinary app on
sleep, Student K explains the purpose of the app as informing “the user of sleep facts, sleep
illnesses… and how it’s beneficial to you, and why you should really take care of the amount of
time that you sleep.” She continues by sharing a point of revelation in the learning process:
And it was that app, actually, I feel for me was the point where I knew I was for sure
going to do computer science. Because if I can do a small app to help people understand
disorders, like sleep disorders and the importance of sleep, there’s so much more you can
do with it.
At that point, her sense of belonging extended beyond the secondary CS course as she made the
connection between the sleep app and the potential social impact of app development. Hence, a
computing identity transpired as she envisioned her future self in the CS field. As a current CS
major in college, the student-centered curriculum at the secondary level changed the trajectory of
Student K’s future. However, for most students who may not opt to continue with CS as a
college major, a student-centered curriculum nonetheless increases a sense of belonging in
secondary CS as it makes the learning experience relevant and meaningful. With the opportunity

50
to self-select a real-world issue to address, 9 participants (69%) viewed the projects as an
opportunity to apply interdisciplinary learning and make a positive difference in terms of social
impact. For example, Student L discussed:
I made a website or an app that showed whether a brand is ethical or not and then gave
people resources on how it is unethical or how it is ethical. And that made me really
proud because I felt like I was helping out with an issue in the world, which is unethical
brands are using child labor and like all these like unethical practices to further push their
brand or to make more money.
Student L ascribed meaning from being “proud” of “helping out with an issue in the world.” In
discussing her level of belonging after the project, she shared: “It made me feel like I belonged
with everyone else because everyone else was working on their own project at the time. So I
definitely felt like oh, I have a place here like I worked hard. And I earned my spot within that
class.” For Student L, who opted for a college major unrelated to CS, the opportunity to build
self-efficacy by achieving academic success and attaining personal fulfillment from a project
based on social impact, nonetheless, positively influenced her belongingness in the course.
The practice of implementing a student-centered curriculum is a culturally responsive
practice. Students become co-constructors of the learning process (Douglas & Nganga, 2013),
influencing the content while making it engaging, relevant, and meaningful. With access to a
student-centered curriculum, female students of color are provided critical opportunities to
increase belongingness in and potentially beyond secondary CS education.
Inclusive Community of Learners
A positive learning environment that produces an inclusive community of learners is
essential to an enhanced learning experience for female students of color in secondary CS

51
courses. In the study, 10 of 13 participants (77%) attributed a strong sense of belonging in the
course(s) to factors associated with a safe and responsive learning environment. A major factor
in creating an inclusive community of learners is ensuring access to a support system of peers
and the teacher (Sax et al., 2018). First, in describing a sense of belonging, Student D explains:
A sense of belonging means to me – an environment where I do not feel afraid to be able
to ask questions, where I do not feel afraid to be able to go up to this teacher or go to the
each student to be able to work with them if I’m not understanding something, and also
that environment where I am encouraged to continue learning.
In her definition of a sense of belonging, Student D describes an environment that promotes the
idea of a community that supports the needs of the individual learner. By not being “afraid” to
ask questions, there is a level of trust and empathy or compassion demonstrated in the social
relationships between peers and the teacher. Thus, with a strong sense of belonging as a learner
within the community, the student is able to confidently ask questions when uncertain, yet
remains “encouraged to continue learning” with a growth mindset (Boston & Cimpian, 2018;
Dweck, 2006).
The cultivation of an inclusive community of learners that engenders belongingness starts
with intentional efforts to challenge deficit thinking associated with gender and race based
stereotypes and biases that have traditionally hindered participation. In sharing her initial
thinking and subsequent reaction to enrolling in the secondary CS course, Student E shares: “I
was taking a leap of faith, like, I never thought I’d kind of exist within that space, but it was
really inviting.” By taking “a leap of faith,” Student E gained personal experience that dispelled
the widely held stereotype that females do not belong in the CS space. The result of a “really
inviting” community invalidated the stereotype as a misconception. Similarly, Student M

52
confirms that she did not have any “personal experiences… of any biases’’ in the CS course. She
continues by recounting the learning environment as “inclusive” and “... very open to both
genders and all races and was very encouraging for everyone to take on the class regardless of if
they were interested in comp sci or if they just wanted to see what the class was about and learn
more about it.” She goes on to explain that her “male counterparts” were equally “essential” as
they “were able to teach [her] things that [she] didn’t know or things that [she] was struggling
on.” As Student M describes, an inclusive community of learners includes students from diverse
backgrounds learning together and reinforcing a system of support regardless of differences in
“gender” or “race” and level of “interest” or experience.
Within an inclusive community of learners, 10 of 13 participants (77%) referenced a
“support system” that included the representation of female students. In describing her
engagement in learning activities, Student E shared: “I’d be a lot less comfortable pursuing these
things because I know I’m not alone. Like we’re all going through this together and we’re doing
it together.” Her statement underscores the significance of an affinity group on belongingness.
Hence, she finds it “comfortable” in not being “alone” as the collective challenge of overcoming
the barrier of underrepresentation prevents isolation. Similarly, Student H shared that she was
“more drawn to collaborate” with other female students and Student J noticed that there were
“more female-to-female connections.” Furthermore, Student K explains that the mere presence
of other “women of color” in the CS space “really motivated [her] to just keep going because if
they’re there and can do it like so can [she].” An increase in female representation ensures access
to a diverse and inclusive system of support.
Lastly, cultivating an inclusive community of learners requires the support of the
classroom teacher. In the study, 9 participants (69%) referenced the teacher as playing a

53
significant role in instilling a sense of belonging in the CS course. For example, Student G
described that the “instructor really cared about all of us as students and very much made us feel
like we were supposed to be there.” Hence, the teacher’s attitudes, beliefs, and approach as a role
model on challenging stereotypes and biases to build a welcoming and supportive environment
that values diversity is critical for ensuring equitable access. She further explains:
It wasn’t like, kind of, oh if you don’t understand this, like, you know, get out of here,
like you won’t succeed; it was more like if you want to learn how to do it, you’re gonna
learn and I think that really helped me a lot.
The teacher’s resolute support in ensuring that the students are “gonna learn” contributed to the
student’s determination in achieving academic success with a growth mindset. From the
student’s perspective, feeling accepted and encouraged to reach her potential fostered a strong
sense of belonging needed to thrive in the course.
In addition to the representation of female students, the representation of female teachers
provides a sense of representation. In a statement of inclusion, equality, and self-affirmation,
Student I shares the positive impact of the teacher: “... her encouragement made me and the other
females feel like… We belong here just as much as anyone else. And that if it’s something that
we’re interested in, that we deserve to go at it just like anyone else…” As a role model, having a
teacher who is also a female demonstrates that success is attainable despite societal barriers.
Student A states: “having you know, a teacher who is also a minority and who’s also a woman, I
think was able to push me and motivate me to realize that you know, I can do it.” For a female
student of color, a female teacher of color can create an environment where students feel
understood, empowered, and motivated (Bireda & Chait, 2011). In addition to academic success,

54
the impact of a teacher can have long-term effects on a student’s belongingness and future
aspirations.
As a part of an inclusive community of learners, students feel valued and empowered to
actively engage in the learning process. It requires sustaining a positive learning environment
and fostering productive peer to peer and teacher to peer relationships, regardless of differences.
Therefore, it is an essential component to increased belongingness for female students of color in
secondary CS.
Critical Consciousness
In recounting their experiences in the secondary CS courses, 12 of 13 participants (92%)
demonstrated critical consciousness (Freire, 1970), considering their participation in the field an
act of challenging the status quo. They perceived their active participation as critical to their own
futures as well as for the future of CS education. For Student F, taking the “first step” of
enrolling in a secondary CS course meant a step toward “erasing that stigma” and “stereotypical
image within the field.” Student I further explains, her participation in “a stereotypically male
dominated field” was “[empowering]” as she believes that her “presence” alone was “making a
difference.” She acknowledges that visibility in a space where female students of color are
typically excluded disrupts the norm and challenges the stereotypes. Like Student F, Student G
discusses the significance of that “first step” as a moment of reclaiming her own education:
… it opens this whole world of new opportunities, and I just, I think that it’s just so
important. So I think it’ll help like these girls of color just find their place in the world.
Because it’s not what society deems for you. It’s kind of what you do for yourself.
Both Student F and G referred to the first step as setting in motion a change to the dominant
narrative from “it’s something that other people think you’re not supposed to be” to “what you

55
do for yourself.” By making decisions based on their own aspirations, rather than conforming to
societal norms and expectations, it opens up a “whole world” of “new opportunities.” Her
statement emphasizes the importance of self-awareness, agency, and resilience in navigating a
world with limitations.
In recognizing a shared identity, critical consciousness empowers female students of
color to contribute to a world of inclusivity and belongingness. Limiting opportunities makes
fields like CS less diverse. In contrast, diversity fosters a sense of belonging by validating
different perspectives and lived experiences. Student H calls for a need to change the status quo:
… we make up a large part of the world and the general population, and to kind of limit
us to specific jobs, or to just say these aren’t an option or not to make them more
accessible, it definitely makes it harder and more fields less diverse and then more
daunting to make them change or to try new things like this. And yeah, it definitely
should be changed and should not be this way.
In her statement, Student H draws a parallel between the representation of women of color in the
general population and the need for equitable representation across diverse career fields. By
making all jobs an “option” or more “accessible,” she underscores the existing limitations
imposed on the group based on factors related to gender and race. In addition, she recognizes the
restrictions hindering progress and reinforcing existing power structures as she states that
“change” or trying “new things” is “daunting.” However, with critical consciousness, she
concludes that advocating for change and emphasizing the importance of equitable opportunities
is critical for belongingness in the CS field.
Eight participants (62%) explicitly stated that female students of color play a “big role” in
shaping the future of CS. The reasons that they provide range from the importance of learning

56
the basics of “Internet safety” to “understanding the audience” in the development of an app
intended for women. In their recommendations, participants advocate for the demand to offer CS
courses at the secondary level. For example, Student E believes that high schools should “force
everyone to take a computer science class just to make it fair for everybody”; therefore, it would
become a “school thing” rather than a “CS thing.” By making CS a high school requirement, it is
not a matter of one group belonging, it would be inclusive to all students regardless of
differences in identities. Hence, equitable access would result in it being “fair” as she believes it
is “important for everyone to have some type of knowledge [in] computer science.” Furthermore,
Student I believes that introducing CS to students “early on” will transform the field for “future
generations”:
… if more females especially of color are introduced to these fields early on, it’s
more likely that they’ll be able to pick up careers of this field in the future. So I feel like
just teaching them simply starting from secondary school would already increase the
diversity for future generations in these fields.
With an understanding of the intersecting race and gender gap, Student I suggests that an
introduction to CS at the secondary level would have a long-term impact in diversifying the field
for “future generations.” Thus, in demonstrating critical consciousness, she recognizes the
discrepancy in representation and the necessity to create change at an early age.
In the study, participants perceived their active participation in secondary CS courses as
an empowering act of challenging the status quo, shifting the dominant narrative, and fostering
diversity in the field. Collective action informed by critical consciousness can lead to cultivating
a culture of inclusion and belongingness for female students of color in CS education.

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Summary of Findings
This qualitative study sought to capture the experiences and perceptions of female
students of color in secondary CS to determine pedagogical practices effective in broadening
participation of a group that is traditionally underrepresented in the field. Based on the first
research question, the findings illuminated the themes of cultural affirmation, peer support, and
empowerment as common across participants’ experiences. According to the second research
question, the findings confirmed that culturally responsive practices can be used to increase
belongingness by means of building and ensuring access to a student-centered curriculum,
inclusive community of learners, and the development of critical consciousness.
In the conceptual framework, there are four culturally responsive practices: challenge
stereotypes and biases, incorporate student voice and agency, implement an interdisciplinary and
social impact curriculum, and offer a support network. All four practices emerged as critical
components in contributing to the participants’ sense of belonging; yet, all four practices were
not mutually exclusive. For example, in developing a student-centered curriculum, participants
expressed the importance of exercising student voice in developing an app that has social impact.
Moreover, in cultivating an inclusive community of learners, it involved collective action from
peers and the teacher, as a system of support, to challenge stereotypes and biases in the
classroom setting. Furthermore, the culturally responsive practices work in unison to create an
environment allowing for academic opportunities that lead to the achievement of culturally
relevant outcomes: academic success, cultural competence, and critical consciousness. For
instance, in developing a sense of belonging within an inclusive community of learners who
proactively challenged race and gender based stereotypes, the student was unafraid to seek peer

58
support in order to build self-efficacy in computing tasks toward achieving the culturally relevant
outcome of academic success.
In Chapter 4, the salient themes that emerged suggest the importance of inclusive
practices on belongingness and academic outcomes. Thus, an analysis of the counternarratives
affirmed the sequence of the conceptual framework, leading to the recommendations presented
in the subsequent chapter.

59
Chapter Five: Discussion and Recommendations
Consistent with the conceptual framework and corresponding literature presented in
Chapter 2, the findings from the study support integrating culturally responsive practices to
increase a sense of belonging for female students of color in secondary CS education. Chapter 4
included the prevailing findings based on thematic analysis of the qualitative data. Chapter 5
begins with a discussion of findings, exploring the discrepancy between the data presented in the
literature and the findings. It then proceeds to provide relevant recommendations for practice
intended for secondary CS teachers, as well as recommendations for future research. Finally, the
last section of Chapter 5 concludes the research study.
Discussion of Findings
The Statement of the Problem in Chapter 1 and Literature Review in Chapter 2 highlight
the disparity in representation of women of color in computing (National Science Board, 2022;
U.S. Department of Education, 2023). In examining the education debt (Ladson-Billings, 2006)
and decline of participation of women in computer occupations (Pew Research Center, 2018),
the study focuses on addressing the intersecting race and gender gap in CS education. Genderinterest stereotypes that support boys in CS start as early as Grade 3 (Master et al., 2021) and the
dominant narrative that perpetuates who does and does not do CS (Alford & DeOrio, 2019;
Master et al., 2016; National Science Board, 2022) influence workplace stereotype threats
(Corbett & Hill, 2015; U.S. National Academies of Sciences, Engineering, and Medicine, 2021)
for women in the industry. According to the literature, a significant factor that hinders
participation in computing for female students can be attributed to the sense that they do not
belong (Barker et al., 2009; Cohoon, 2002; Kumar et al., 2018; Sax et al., 2018). However, in

60
contrast to the data presented in Chapters 1 and 2, the research poses a discrepancy between the
literature and the findings.
As indicated by the data illustrating disparity in participation (National Science Board,
2022; Pew Research Center, 2018; U.S. Department of Education, 2023), the experiences and
perceptions of female students of color in CS represent counternarratives. Counternarratives give
voice to marginalized groups, offering alternative perspectives challenging the majoritarian
narrative (Solórzano & Yosso, 2002). Thus, based on the counternarratives, 11 of 13 (85%)
participants in the study explained experiencing belongingness in the secondary CS courses
when answering Interview Question 3. However, for the participants, the development of a sense
of belonging did not occur automatically as the findings highlight factors such as feeling
culturally affirmed in a diverse classroom environment and receiving peer support in the process
of building self-efficacy in computing tasks. In the study, seven of 13 (54%) participants stated
that they did not encounter any racial stereotypes due to the student demographics represented in
the course. However, 11 of 13 (85%) participants stated that the pervasiveness and
misconception of gender biases caused “challenges” related to self-doubt as with “imposter
syndrome” or feelings of “[intimidation]” or “[discouragement].” Therefore, despite feeling a
sense of belonging when reflecting on their experiences by the end of the course(s), the
cultivation of belongingness occurred under positive learning conditions and over the duration of
the course(s).
In light of the discrepancies, it is also important to note that the participants were selected
based on specific criteria and contextual considerations aligned with the research objectives.
Therefore, the sample is not representative of the broader population. For instance, 13 of 13
(100%) students stated that they took an AP CS course in high school. In the state of California,

61
Black and Hispanic students are 4 times less likely than their Asian or White peers to take AP CS
exams and female students represent 31% of AP CS exam test takers (Code.org et al., 2023).
Furthermore, according to a study conducted by the College Board (2020), students who take AP
CSP are “more than three times as likely to declare a major in computer science” in college as
compared to students who did not take the course (Wyatt et al., 2020, p. 2). For female and
Hispanic students, the difference is even greater (Wyatt et al., 2020). Thus, the data collected
reflect a distinct set of narratives specific to a small group concentrated in Los Angeles. In
addition, a common factor that contributed to belongingness included the visibility of other
female students and students of color in the course. Hence, the multicultural demographics of
Los Angeles (U.S. Census Bureau, 2023) contributed to feeling affirmed and connected, rather
than isolated. Lastly, there is the consideration that respondents who volunteer to participate in
the study reflect a narrow scope of experiences (e.g., positive overall experience in secondary CS
course). Thus, despite the small sample size, the qualitative study nonetheless provided valuable
insights in exploring counternarratives in CS education.
The conceptual framework presented in Chapter 2 integrates and applies culturally
relevant pedagogy (Ladson-Billings, 1995) and culturally responsive teaching (Gay, 2018) to the
context of CS education. Consistent with the conceptual framework, the themes presented in the
findings of Chapter 4 reflected effective implementation of culturally responsive practices and
students that achieved critical consciousness. Hence, the counternarratives substantiated the
literature on culturally relevant pedagogy (Ladson-Billings, 1995) and culturally responsive
teaching (Gay, 2018) as liberatory, student-centered approaches that led to relevant and
meaningful learning experiences for marginalized students. Regardless of the contradiction with
the data presented in the literature, the findings from the research underscore a compelling need

62
for diversity in secondary CS courses and shed light on the unconventional movement creating
change for female students of color in the Greater Los Angeles Area.
Recommendations for Practice
The recommendations, derived from the analysis of the interviews, were examined in
relation to the research questions to identify any gaps and ascertain congruence to the conceptual
framework. The counternarratives revealed valuable insights in determining practices relevant to
cultivating a supportive learning experience for female students of color. Thus, the
recommendations amplify the voices and center the counternarratives of corresponding
participants to offer practical strategies with the objective of reducing the intersecting race and
gender gap in secondary CS education. The three recommendations constitute an integrated and
multifaceted approach intended to be practiced and implemented by secondary CS teachers. The
three recommendations are as follows:
• cultivating critical consciousness
• designing a culturally responsive curriculum
• building a community of support
The proposed recommendations include a set of strategies that challenge the CS teacher to
engage in the process of self-reflection, continuous learning, and equity-oriented action. The
three recommendations should be implemented in conjunction in order to achieve the final goal
specified in the conceptual framework of advancing equity by broadening participation of female
students of color in secondary CS education.
Recommendation 1: Cultivating Critical Consciousness
According to the conceptual framework, there are three culturally relevant outcomes that
result from successful implementation of culturally responsive practices: academic success,

63
cultural competence, and critical consciousness. Based on the experiences of participants in the
research, critical consciousness emerged as the most salient culturally relevant outcome that
impacts belongingness. In the analysis of Research Question 2, 12 of 13 (92%) participants
demonstrated critical consciousness, considering their participation in CS an act of challenging
the status quo. According to Friere (1970), the development of critical consciousness includes
critical analysis of the system that perpetuates inequities, cultivating a sense of agency, and
taking action to change oppressive conditions with critical action. With the shared goal of
empowering individuals to recognize and challenge systemic inequities, Ladson-Billings (1995)
extends critical consciousness to sociopolitical consciousness, describing it as the ability to use
education to solve real world problems. Thus, the cultivation of critical consciousness is integral
to changing the dominant narrative in CS.
In the context of CS, critical consciousness involves examining and challenging the
existing power structures that cause the intersectional race and gender gap. As the facilitator of
the learning process, the CS teacher must cultivate critical consciousness in order to support
students in fostering their own critical consciousness. Thus, as an adaptation of Freire’s (1970)
concept of critical consciousness, I propose three phases for the cultivation of critical
consciousness in CS education for secondary CS teachers:
1. Critical inquiry: Question the status quo and consider systems of power that support
the dominant narrative in CS education.
2. Critical analysis: Understand the historical context and interrogate the system that
perpetuates the dominant narrative as well as sustains inequity in access for female
students of color in CS.

64
3. Critical action: Develop a sense of agency and empowerment to create positive
change for female students of color in CS education.
As a part of the teacher’s role, it involves advocacy with a social justice approach to challenge
the intersecting race and gender gap. In the first phase of forming critical consciousness, the
teacher would question the status quo and discrepancy in representation by examining
stereotypes and biases that perpetuate a hierarchy of power for certain groups and oppression for
others. Thus, it would involve investigating the dominant narrative and exploring
counternarratives. In the second phase of fostering critical consciousness, critical analysis would
consist of evaluating the pedagogical and instructional practices used in traditional CS courses.
In this phase, the teacher would apply the analysis to be context-specific to determine the impact
of traditional teaching practices on levels of interest, engagement, and retention for female
students of color. Furthermore, it would include exploring areas of professional growth toward
diversity and inclusivity. In the final phase of cultivating critical consciousness, the teacher
would actively engage in continuous learning to implement new pedagogical and instructional
practices that align with the needs of female students of color. The teacher should implement the
practices from recruitment through the completion of the CS course(s) and potentially beyond.
Moreover, the teacher should engage in ongoing reflection for continuous improvement. By
possessing critical consciousness, the CS teacher can properly guide, support, and build a
learning environment conducive to fostering critical consciousness in all students.
By demonstrating critical consciousness, the teacher serves as a model and guide in
facilitating critical inquiry, analysis, and action. Furthermore, the underlying principles can be
applied to empower students toward becoming individual change agents. First, they would
engage in critical inquiry, questioning the status quo and assumptions that support the

65
majoritarian narrative. While examining their own identities and beliefs, they would engage in
critical analysis by interrogating the system of power and privilege and its personal impact on
levels of interest and participation in CS. In further cultivating critical consciousness, students
would take critical action by challenging their own stereotypes and biases that hinder
participation. As change agents, they would actively participate in CS courses and extracurricular
activities to build self-efficacy in computing, developing their own counternarratives to disrupt
the status quo.
Cultivating critical consciousness is an ongoing process that evolves with education and
experience. It involves continuously reflecting, analyzing, and acting to challenge exclusionary
societal norms. By modeling critical consciousness, CS teachers can lead with integrity and
elevate students on their journey toward fostering their own critical consciousness. It requires
recognizing and challenging traditional power structures that perpetuate inequities to inspire and
reinforce social change. In building collective critical consciousness among teachers and students
(Table 4), it ensures solidarity in an awareness of the system and support in broadening
participation of female students of color in secondary CS education.

66
Table 4: Cultivating Collective Critical Consciousness
Cultivating Collective Critical Consciousness
Phases of critical
consciousness
Teacher’s role Student’s role
Critical inquiry: Question the
status quo and consider
systems of power that
support the dominant
narrative in CS education.
Question the discrepancy in
representation. Examine the
stereotypes and biases that
preserve a hierarchy of
power. Investigate the
dominant narrative.
Question the assumptions that
support the majoritarian
narrative. Examine one’s
own identities and beliefs.
Critical analysis: Understand
the historical context and
interrogate the system that
perpetuates the dominant
narrative as well as
sustains inequity in access
for female students of color
in CS.
Evaluate and determine the
impact of traditional
pedagogical and
instructional practices on
levels of interest,
engagement, and retention
for female students of color.
Explore counternarratives.
Consider areas of
professional growth toward
diversity and inclusivity.
Investigate the system of
power and privilege;
determine its personal
impact on level of interest
and participation in CS.
Explore existing
counternarratives.
Critical action: Develop a
sense of agency and
empowerment to create
positive change for female
students of color in CS
education.
Challenge the status quo.
Engage in continuous
learning to implement
inclusive practices that are
relevant to female students
of color. Actively support
students from recruitment
to course completion.
Engage in ongoing
reflection for continuous
improvement.
Disrupt the status quo.
Challenge stereotypes and
biases that hinder
participation. As change
agents, actively participate
in CS courses and
extracurricular activities to
build self-efficacy in
computing. Create
counternarratives.
Recommendation 2: Designing a Culturally Responsive Curriculum
The barriers that traditionally marginalized students in CS encounter range from the lack
of inclusion and belongingness to lower expectations for success and the absence of a culturally

67
relevant curriculum (Kapor Center, 2021). As a solution, the conceptual framework presents four
culturally responsive practices intended to increase belongingness: challenge stereotypes and
biases, incorporate student voice and agency, implement an interdisciplinary and social impact
curriculum, and offer a support network. Based on the prevailing themes from research question
two, a student-centered curriculum emphasized the importance of ensuring access to rigorous
and relevant academic content. When coupled with inclusive pedagogical practices, it resulted in
increased belongingness. Thus, the second proposed recommendation includes strategically
integrating the four culturally responsive practices into the design of a culturally responsive
curriculum.
With a culturally responsive curriculum, the teacher purposefully selects academic
content that centers the students’ cultural frames of reference (Gay, 2018). Hence, it requires
supporting students by “learning about the history of their respective communities, [honoring]
their ethnicities and cultures, and [incorporating] their cultures, interests, and passions into the
learning process” (Kapor Center, 2021, p. 8). In alignment with the conceptual framework,
effective design and implementation of a culturally responsive curriculum would result in
learning opportunities that lead to the achievement of culturally relevant outcomes (e.g.,
academic success). In the proposed recommendation, “curriculum” references instructional units
of study and corresponding lessons, including assessments, as well as educational materials. In
designing a culturally responsive curriculum for female students of color in CS, implement the
following practices:
1. Conduct a needs assessment to identify academic challenges and barriers for female
students of color. Gather data on students’ interests, cultural wealth, and lived
experiences.

68
2. Promote inclusivity by strategically selecting instructional materials and educational
resources that resonate with female students of color, reflecting diverse cultural
perspectives and experiences. Use inclusive language and avoid reinforcing
stereotypes and biases.
3. Plan lessons that elevate student agency, leading to empowerment and ownership of
the learning process.
4. Design project-based learning opportunities that integrate student voice and choice,
collaboration, creativity, and real-world problem-solving. Design projects that
connect technical skills to social impact.
5. Integrate peer collaboration activities by creating opportunities for students to work
together, share ideas, and support each other’s learning.
6. Assess with a mastery orientation by ensuring opportunities to build computing selfefficacy. Foster a growth mindset and provide actionable and supportive feedback.
With successful design and implementation of a culturally responsive curriculum, students are
intentionally included and provided opportunities to actively co-construct knowledge (Douglas &
Nganga, 2013). It ensures that students’ interests, cultures, and identities are welcomed and
validated. In designing lessons and activities such as projects that allow for voice and agency in
solving real-world problems for social impact, it creates authentic learning experiences that are
relevant and meaningful; thereby, students can make the connection between the applicability of
computing skills to their own lives. Moreover, by supporting students in fostering a growth
mindset and providing actionable feedback with a mastery orientation, it can lead to confidence,
engagement, and empowerment in computing. Therefore, effective implementation of a

69
culturally responsive curriculum serves to challenge the status quo by ensuring an inclusive
approach toward academic success for female students of color.
As an essential component that shapes one’s educational experience, a curriculum that
resonates with students’ lived experiences and draws upon cultural wealth (Yosso, 2005) is
critical to enhancing academic outcomes. A culturally responsive curriculum is imperative to
fostering a computing identity and therefore, key to advancing access for female students of
color in CS.
Recommendation 3: Building a Community of Support
The findings from research question one and two illuminated congruent themes centered
around community as critical to an increased sense of belonging. In answering research question
one, the first theme included the positive impact of peer support in building confidence and selfefficacy toward achieving the culturally relevant outcome of academic success. In answering
research question two, the second theme included the positive benefits of being among an
inclusive community of learners as feeling valued and empowered to actively engage in the
learning process. Thus, based on the counternarratives, creating solidarity within the learning
community is a common factor that increases inclusivity. In addition, a community based on
shared sociodemographic characteristics can provide a supportive environment in which its
members can exchange experiences, including challenges and successes.
As reinforced in the counternarratives, inclusion in the learning community increases
unity and prevents the feeling of isolation. As the least represented group in CS, women of color
encounter isolation with minimal access to a support network consisting of women role models
and mentors (Cohoon, 2002). Consequently, isolation can negatively impact a sense of belonging
and contribute to a lack of confidence, which are significant factors critical to academic success

70
and persistence in CS (Sankar et al., 2015). Thus, as a critically conscious and culturally
responsive teacher, the CS teacher can actively foster a supportive community for female
students of color in the CS sphere with purposeful actions. In building a community of support
for female students of color, implement the following practices:
1. Promote visibility of female students of color and role models who share
sociodemographic characteristics by showcasing achievements, spotlighting stories,
and incorporating guest lectures.
2. Create collaborative spaces where female students can work together on projects,
study, and share ideas; encourage peer support with academic and personal
challenges.
3. Support student organizations by championing the formation of new organizations or
strengthening existing organizations led by female students to offer networking
opportunities and a platform for advocacy.
4. Provide resources such as access to scholarships, internships, and conferences aimed
at supporting female students of color in CS.
5. Organize workshops focused on skill building, career development, and navigating
challenges as women of color in CS.
6. Encourage mentorship that pairs female students of color with experienced computing
students or industry professionals for guidance and support.
7. Collect feedback to understand the experiences of female students of color to
determine areas of growth in improving the system of support.
The proposed practices provide a multifaceted approach that consists of building a community
within the classroom context and in the larger community. It includes fostering relationships

71
through collaboration, networking, and mentorship. It endorses visibility and representation,
promoting a sense of belonging and reducing the feeling of isolation. It offers a platform for
students to be change agents with opportunities to contribute to the field and advocate for the
needs and interests of its members. Within the community, students can collectively challenge
stereotypes and biases that have historically perpetuated the majoritarian narrative. Furthermore,
by tapping into students’ funds of knowledge (Moll et al., 1992) and cultural wealth (Yosso,
2005) of its members, the community can utilize the unique experiences, knowledge, and skills
of female students of color in CS to create counternarratives that drive positive social change.
The final recommendation of building a community of support is critical to advancing
equity and access in secondary CS education. A diverse and inclusive community not only
supports female students of color, it provides an enriching experience for all students.
Limitations and Delimitations
Given the methodological choices, a limitation of the study included a small sample size
that consisted of participants who reflected a narrow scope of perceptions (i.e., positive) on
culturally responsive practices, which may not be representative of the larger population. A
second limitation included the researcher as the primary instrument of data collection and
analysis (Merriam & Tisdell, 2016). Hence, there was the potential for researcher bias (Merriam
& Tisdell, 2016) based on underlying assumptions derived from lived experiences, as well as
alignment with principles in the conceptual framework. Lastly, there was the inherent risk of
respondents who answered in an acceptable and culturally appropriate manner, increasing
measurement error due to social desirability (Robinson & Leonard, 2019).
A delimitation of the study included a small sample size due to the relatively low
accessibility of female students of color in secondary CS education. In 2022–2023, 57.5% of

72
high schools across the nation offered a foundational CS course and female students represented
31% of the participation rate (Code.org et al., 2023). In the state of California, 45% of high
schools offered a foundational CS course and female students represented 31% of the
participation rate in AP CS (Code.org et al., 2023). A second delimitation included the use of
interviews as the sole primary source of data collection. Interviews offer insight into the
respondents’ inner perspective (e.g., feelings, thoughts, intentions), which cannot be observed
(Patton, 2002); however, interviews alone may not capture the full range of participants’
perceptions and experiences. Lastly, data was collected over a short time frame as designated by
the dissertation schedule. Therefore, the limited time frame marked a delimitation of the study.
The qualitative study was intended to provide insight into determining pedagogical
practices to increase a sense of belonging for female students of color in secondary CS education
by focusing on “context-rich and context-specific phenomena of interest” (Lochmiller & Lester,
2017, p. 98). Thus, despite the anticipated limitations and delimitations, the study was
nonetheless designed to capture the counternarratives of the non-majoritarian group to advance
equity in access for female students of color in secondary CS education.
Recommendations for Future Research
In looking ahead, future research could further explore the problem of practice by
expanding on the current study. It could focus on including current students who meet the
participant criteria to collect data that reflects the experiences and perceptions of students
currently enrolled in a secondary CS course, capturing real-time data. In addition, it could be
extended to include participants beyond the Greater Los Angeles Area to determine differences
in experiences and perceptions of participants across various regions (e.g., rural community),
yielding a more comprehensive understanding of the problem of practice. A future study could

73
incorporate a longitudinal research design that examines the relationship between a sense of
belonging in secondary CS, college major choice, and career choice to determine the long-term
impact of fostering belongingness at the secondary level. Lastly, future research could
incorporate a quantitative approach to collect discrete data such as to track level of
belongingness from recruitment to course completion while further expanding on the topics
presented in the conceptual framework and allowing for generalizability of the research findings.
Beyond the current research, a notable consideration that warrants further research
include the study of education policies that underscore the significance of integrating culturally
responsive practices at the secondary level. One area of focus for future research could involve
establishing mandates or improving existing policies at the district, state, or federal levels that
lead to systematic and outcome-based implementation. For example, a study could examine the
role that teacher education programs play in effectively training current and aspiring CS teachers
in implementing culturally responsive practices as a part of professional development, continuing
education, or the teacher credentialing program. In addition, future research could assess
education policies related to content standards. For instance, a study may explore the process of
incorporating culturally responsive principles in CS content standards at the state level or CS
curricular frameworks at the national level. Another area of focus for future research in
education policies includes engaging educational partners, including community organizations
and the tech industry, in collaboratively applying culturally responsive practices (e.g.,
mentorships) to broaden participation of female students of color. Thus, future research can aim
to establish and improve policies that integrate culturally responsive practices and emphasize CS
as a core subject in secondary education.

74
There is a critical need for ongoing research to support the participation of female
students of color in secondary CS education. It requires collective effort at the local, state, and
national levels to advance equity, ensuring that the CS field is representative of the society it
serves.
Conclusion
The research study, premised on the conceptual framework, provides a guide to achieving
the research goal of advancing equity by broadening participation of female students of color in
secondary CS education. Derived from existing literature and theoretical models, the conceptual
framework illustrates the connection between key components of culturally responsive practices,
increased sense of belonging, and culturally relevant outcomes. The study examined the
experiences and perceptions of 13 participants who completed at least one secondary CS course
in the Greater Los Angeles Area. The prevailing findings underscore the significance of
culturally responsive practices in a diverse and inclusive classroom environment to address the
intersecting race and gender gap in secondary CS education.
The study draws upon the counternarratives of participants, amplifying the voices of
students historically excluded from the dominant narrative to reimagine CS education. Hence,
the recommendations aim to provide practical strategies to bridge the gap between intentions and
impact, serving to guide and empower educators to be change agents that interrogate and disrupt
harmful narratives that perpetuate inequities. By capturing the lived experiences and authentic
perspectives of students that represent diverse histories, cultures, and identities, the
counternarratives reveal the need for transformational change with the cultivation of critical
consciousness and systematic change with a shift in sustainable collective action with long-term
impact toward a more inclusive future.

75
As I reflect on the research study, I consider the power of my own positionality and
counternarrative in disrupting the status quo. As a female teacher of color and advocate for the
advancement of CS education, I engage in ongoing self-reflexivity to think critically and take
critical action toward creating transformative learning experiences for all students. I am
intentional in leading with radical love and centering the individual’s unique identities,
incorporating lived experiences, and tapping into funds of knowledge to foster co-creators and
change agents in computing. As a leader in CS education, I will fiercely reshape the prevailing
narrative by elevating counternarratives and cultivating the next generation of visionary leaders
in all areas of our diverse tech-driven society.

76
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Appendix A: Interview Protocol
Thank you for agreeing to participate in this interview for a research study. As mentioned
prior, I am a doctoral student in Educational Leadership at USC. The purpose of the research is
focused on broadening participation of female students of color in computer science (CS)
education at the secondary level. The duration of the interview is expected to be an hour. Does
that still work for you? I have chosen female students of color who took at least one CS course in
high school as participants. I would like to emphasize that the questions are not evaluative. My
goal is to understand your perspective and capture your experiences.
For this research study, I will be collecting data with interviews. You have received the
Study Information Sheet. Your identity will remain confidential and personal identifying
information will be protected with pseudonyms. You may decline to answer any question or
withdraw from the interview at any point. In addition to taking notes during the interview, may I
have permission to record the interview to have an audio file and transcript to review at a future
date? The transcript will also be available to you upon request. Do you have any questions or
concerns before we begin?
There are a total of 15 questions. I may ask follow-up questions to better understand your
perspective or capture a complete experience.

86
Table A1: Interview Questions
Interview Questions
Interview questions RQ(s)
addressed
Key concept(s) addressed
1. How many computer science (CS) courses
did you take in high school? Which
course(s) did you take (e.g., AP CS)?
1 Demographic
2. Can you describe your experience with the
recruitment process for your first CS
course?
• Probe: What motivated you to enroll
in the CS course?
• Probe: What strategies, if any, were
effective in recruiting you?
1, 2 Sense of belonging;
challenge stereotypes and
biases
3. What does a sense of belonging mean to
you?
• Probe: Can you describe your level
of a sense of belonging in the CS
course(s) you took in high school?
• Probe: What factors contributed to
the level of sense of belonging you
experienced?
1, 2 Sense of belonging
4. How do you think stereotypes and biases
impact female students of color in high
school CS, if in any way?
1, 2 Challenge stereotypes and
biases
5. Can you provide an example, if any, of
when you experienced or witnessed any
stereotypes or biases in your CS course(s)?
Probe: How did the experience impact your
sense of belonging in the course(s)?
1, 2 Challenge stereotypes and
biases; sense of belonging
6. In your opinion, what role do female
students of color in secondary CS course(s)
have in shaping the future of CS?
1, 2 Student voice and agency;
sense of belonging
7. Can you share an example, if any, of when
you felt empowered in the CS course(s) to
take an active role in your learning? Probe:
How did taking an active role impact your
1, 2 Student voice and agency;
sense of belonging

87
Interview questions RQ(s)
addressed
Key concept(s) addressed
sense of belonging in the course(s)?
8. How can the interdisciplinary skills you
develop in CS course(s), if applicable, be
used to address social issues and make a
positive impact on society?
1, 2 Interdisciplinary and social
impact curriculum
9. Can you share an example of a CS
assignment or project that you worked on
that focused on social impact?
• Probe: How did the assignment or
project impact your sense of
belonging in the course(s)?
• Probe: How did the CS curriculum
influence your sense of belonging in
the course(s)?
1, 2 Interdisciplinary and social
impact curriculum; sense of
belonging
10. How important do you think having a
support network is for the success of female
students of color in CS? Probe: How did
interactions with your peers and adults in
the CS course(s) influence your sense of
belonging?
1, 2 Support network; sense of
belonging
11. In your opinion, what can be done to help
female students of color in CS build and
maintain a strong support network?
1, 2 Support network; sense of
belonging
12. How do you think high schools can support
female students of color with building a
strong sense of belonging in CS?
1, 2 Sense of belonging
13. What ethnicity do you identify as? 1 Demographic
14. What is your current major in college or
what is your current position in the
workforce?
1, 2 Demographic
15. Is there anything else you would like to
share about your experience as a female
student of color who took CS in high
school?
1, 2 Varies

88
Thank you for your time and willingness to contribute. Everything that you have shared
is critical to my research study. May I contact you if I have clarifying questions about this
interview? If you would like to add additional details or should have questions, please contact me
at the email provided. I appreciate you. Have a great day!

89
Appendix B: University of Southern California Information Sheet
My name is Yolanda Kol, and I am a student at the University of Southern California. I
also hold a role as a secondary school teacher at Los Angeles Unified School District. I am
conducting a research study intended to broaden participation of female students of color in
secondary computer science education. The name of this research study is Reimagining
Computer Science Education for Female Students of Color.
I am seeking your participation in this study. Your participation is completely voluntary,
and I will address your questions or concerns at any point before or during the study. You may
be eligible to participate in this study if you meet the following criteria:
1. You identify as a female of color.
2. You are 18 years old or older.
3. You completed at least one computer science course in high school within the past 5
years.
4. You attended a high school in the Greater Los Angeles Area.
If you decide to participate in this study, you will be asked to do the following activities:
Participate in a 1:1 online interview over Zoom for 60 minutes.
I will publish the results in my dissertation. Participants will not be identified in the
results. I will take reasonable measures to protect the security of all your personal information.
All data will be de-identified prior to any publication or presentations. I may share your data, deidentified with other researchers in the future.
If you have any questions about this study, please contact me: kol@usc.edu. If you have
any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email hrpp@usc.edu.

Abstract (if available)

Abstract This qualitative research examines the experiences influencing a sense of belonging for female students of color in secondary computer science (CS) education. The purpose of the study is to address the intersecting race and gender gap in computing to advance equity, diversity, and inclusion. Using semi-structured interviews with open-ended questions to capture lived experiences and perceptions, counternarratives are utilized as an approach to determine relevant and responsive pedagogical practices. The sample population consisted of 13 female students of color who completed a secondary CS course within the past 5 years in the Greater Los Angeles Area. Thematic analysis was used as a method to analyze the counternarratives and identify emerging patterns, relationships, and themes related to the research questions and conceptual framework. Findings from the study affirmed that the implementation of culturally responsive practices led to increased belongingness and achievement of culturally relevant outcomes (e.g., critical consciousness). This research addresses a gap in the literature, particularly in the use of counternarratives to explore and elevate the experiences of a group largely underrepresented in computing at the secondary level. Thus, this study contributes to the literature by centering counternarratives to determine pedagogical practices intended to dismantle existing inequities, increase a sense of belonging, and broaden participation of female students of color in secondary CS education.

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Asset Metadata

Creator Kol, Yolanda (author)

Core Title Reimagining computer science education for female students of color

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 05/17/2024

Defense Date 04/16/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Computer Science,counternarratives,critical consciousness,CS,culturally relevant pedagogy,culturally responsive practices,diversity,equity,female students,inclusion,Los Angeles,OAI-PMH Harvest,Secondary Education,sense of belonging,students of color,technology

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Moore, Ekaterina (committee chair), Davis, John (committee member), Krop, Cathy (committee member)

Creator Email kol@usc.edu,yolanda@kolanaya.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113939759

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Identifier etd-KolYolanda-12919.pdf (filename)

Legacy Identifier etd-KolYolanda-12919

Document Type Dissertation

Format theses (aat)

Rights Kol, Yolanda

Internet Media Type application/pdf

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Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu