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The Computer Science for All movement is bringing CS to K-12 classrooms across the nation. At the same time, new technologies created by computer scientists have been reproducing existing inequities that directly impact today's youth, while being “promoted and perceived as more objective or progressive than the discriminatory systems of a previous era” [1, p. 5–6]. Current efforts are being made to expose students to the social impact and ethics of computing at both the K-12 and university-level—which we refer to as “socially responsible computing” (SRC) in this paper. Yet there is a lack of research describing what such SRC teaching and learning actively involve and look like, particularly in K-12 classrooms. This paper fills this gap with findings from a research-practice partnership, through a qualitative study in an Advanced Placement Computer Science Principles classroom enrolling low-income Latino/a/x students from a large urban community. The findings illustrate 1) details of teaching practice and student learning during discussions about SRC; 2) the impact these SRC experiences have on student engagement with CS; 3) a teacher's reflections on key considerations for effective SRC pedagogy; and 4) why students’ perspectives and agency must be centered through SRC in computing education. 

Efforts to broaden participation in computing address how systemic school structures, educator preparation, and curriculum can provide inclusive learning spaces for all students. The emerging multiplicity of scholarship in computer science (CS) education forwards diverse voices, perspectives, and positionalities, and together, provide a rich set of evidence-based narratives that can transform K-12 policies and practices. The four projects featured in this panel bring together CS education efforts with varying methodologies focused on equity-oriented pedagogies and learning for all youth across the US. This panel will focus not only on sharing the multi-pronged efforts of the featured projects, but also on developing a shared vision among participants and panelists for what equity" can and should be in the future of both SIGCSE and CS education as we celebrate SIGCSE's 50th anniversary. By highlighting the work of projects rather than individuals in this panel, audience members will have the opportunity to learn about how collaborative efforts create and examine contexts for equity in CS education across diverse stakeholders, while also providing a richer base for constructing visions of equity that go beyond mere platitudes, toward action items for broadening participation in computing.