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This research explores an equity-minded approach to broadening participation in high-impact practices (HIPs) in information systems (IS) education. HIPs have been shown to enhance student engagement, learning, and success for all students with outsized gains for historically underserved groups in the U.S. Despite these salutary benefits, underserved groups often face systemic barriers to authentic access and participation in HIPs. Barriers include non-inclusive and unwelcoming learning environments, faculty beliefs regarding student ability, and outdated teaching practices. To address these challenges, this paper develops a framework for broadening participation in HIPs through “high-impact faculty development” focused on three key strategies: (1) cultivating an equitable and inclusive learning environment, (2) incorporating microaffirmations into everyday teaching, and (3) adopting evidence-based, inclusive teaching practices. By advancing this framework, the research contributes to the growing body of literature on social inclusion in IS education and offers a pathway for broadening participation in HIPs. 

The longstanding underrepresentation and attrition of minoritized racial and ethnic groups and women in computing courses, majors, and careers continues to plague researchers, educators, and policymakers alike. Informed by Sue and colleague’s microaggression framework and Rowe's microaffirmation framework, this study theorizes identity-related factors that undermine and support efforts to increase the representation and meaningful participation of minoritized racial and ethnic groups and women in computing education. We conclude with implications for teaching practices to advance equity, inclusion, and justice in computing education.