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Building upon previous National Science Foundation (NSF)-funded research, and research related to STEM persistence and counter-life herstories, this study is part of a larger, longitudinal, mixed-methods sequential, explanatory, NSF CAREER project that examines the influence of community cultural wealth (CCW) on the persistence of Black and Hispanic females in computing majors as they matriculate from middle school into high school, into undergraduate education and into graduate school or the computing workforce. In this preliminary study, Dr. Shetay Ashford-Hanserd, CAREER Principal Investigator (PI) is accompanied by Postdoctoral Scholar, Dr. Lillianna Carrera, to illuminate Black and Hispanic women’s educational trajectories and lived experiences that have influenced their persistence in undergraduate computing education at a Hispanic Serving Institution in Texas. Data collection instruments include the reliable ACCEYSS STEM+C majors survey instrument and counter-life herstories interview protocol. To provide an anti-deficit understanding of how Black and Hispanic women access their strengths to survive and resist forms of oppression, the CCW model is utilized as a theoretical framework. The CAREER PI modified the CCW model to include spiritual capital because it serves as a critical source of fortitude and resilience in the Black and Hispanic communities. Research findings will highlight how CCW influences Black and Hispanic women’s persistence in computing education in response to our collective need to better support this population in their attainment and representation in STEM+C disciplines. 

Numerous African American and Hispanic Students with disabilities are confronted with systemic and policy-based challenges preventing access to K-12 STEM-related and computer science education. In addition, the African American and Hispanic Students with Disabilities in the Computer Science Research Alliance conducted an NSF-funded study to understand teachers’ perceptions of district and school policies and practices that hinder the participation of African American and Hispanic students with disabilities in computer science education in Central Texas. The project’s research study fills a critical gap in the literature concerning the systemic barriers affecting African American and Hispanic students with disabilities in K12 computer science education. 

Building upon previous National Science Foundation (NSF)-funded research, and research related to STEM persistence and counter-life herstories, this study is part of a larger, longitudinal, mixed-methods sequential, explanatory, NSF CAREER project that examines the influence of community cultural wealth (CCW) on the persistence of Black and Hispanic females in computing majors as they matriculate from middle school into high school, into undergraduate education and into graduate school or the computing workforce. In this preliminary study, Dr. Shetay Ashford-Hanserd, CAREER Principal Investigator (PI) is accompanied by Postdoctoral Scholar, Dr. Lillianna Carrera, to illuminate Black and Hispanic women’s educational trajectories and lived experiences that have influenced their persistence in undergraduate computing education at a Hispanic Serving Institution in Texas. Data collection instruments include the reliable ACCEYSS STEM+C majors survey instrument and counter-life herstories interview protocol. To provide an anti-deficit understanding of how Black and Hispanic women access their strengths to survive and resist forms of oppression, the CCW model is utilized as a theoretical framework. The CAREER PI modified the CCW model to include spiritual capital because it serves as a critical source of fortitude and resilience in the Black and Hispanic communities. Research findings will highlight how CCW influences Black and Hispanic women’s persistence in computing education in response to our collective need to better support this population in their attainment and representation in STEM+C disciplines. 

The COVID-19 pandemic has created various challenges for all students, regardless of ethnicity. Research reveals how historically minoritized groups have struggled in their educational pursuits due to the pandemic. Black/African American students have encountered increased challenges in learning online, job insecurity, and negative impacts on their health or emotional state. While research indicates these negative influences have adversely affected students’ overall engagement in postsecondary education, literature is scarce regarding how the COVID-19 pandemic has affected Black or African American students in postsecondary science, technology, engineering, mathematics, and computing (STEM+C) education. The purpose of this exploratory study is to understand the influences of COVID-19 on Black/African American STEM+C majors at a Hispanic serving institution.