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Racist structures in STEM education must be interrogated and disrupted to foster equity and social change (McGee, 2020; Rankin et al, 2021). To that end, we use a qualitative case study method to explore the institutional logics of equity, inclusivity, and excellence enacted by chairs, faculty, and staff within a network of computer science departments at Hispanic-Serving Institutions. Drawing on surveys, interviews, and participation observation of 24 computer science departments, we examine ways that institutional agents disrupted the dominant narratives of exclusivity and meritocracy within the discipline by enacting and sustaining inclusive culture and values. 

The primary purpose of PATHS (Path Ambassadors to High Success), an NSF-funded S-STEM scholarship program, is to create new pathways and strengthen existing pathways for academically talented, low-income Colorado high school and community college students to study computer science (CS) at Colorado School of Mines (Mines). PATHS has achieved the following major project goals: 1) Increase number of academically talented, low-income students studying CS in Colorado; 4) Increase retention of these students; 3) Establish an active on-campus community to support PATHS scholars and similar students; 4) Engage scholars to perform CS recruitment and outreach at area high schools and community colleges; 5) Evaluate PATHS activities through comparative analysis to provide new insights on best practices for attracting and retaining academically talented, low-income CS students; 6) Broaden participation of historically underrepresented groups in CS; and 7) Develop a new flexible degree program combining other STEM fields and CS. PATHS students are diverse (e.g., 40.8% from under- represented groups in computing) and academically successful (e.g., mean GPA is 3.4). Thus far, the program has awarded scholarships to 49 students and retained 93.9% of the students. Of the 49 students, six have graduated and three of the six have also pursued a CS Master’s degree. 

In March of 2020, higher education institutions across the U.S. closed their doors and converted to remote and online learning due to the COVID-19 health crisis. As the country adjusted to the “new normal” of living and working at home, the economic and psychological impact of self-isolation and business closures were felt strongly by those who were most economically and socially vulnerable. In this context, the evaluation team of the Computing Alliance of Hispanic Serving Institutions (CAHSI) implemented a survey of students studying computer science at Hispanic Serving Institutions (HSIs) across the country to understand the impact of COVID-19 on their lives. In this paper, we identify the contexts in which students at HSIs continued (or failed to continue) their academic pursuits under great hardship. Our analysis highlights how the multidimensional framework of “servingness,” defined as a critical organizational, interactional, and ideological approach that many HSIs use to support their students, was experienced by students during the pandemic (Garcia et al., 2019). We argue that the practices and structures of servingness contributed to sustaining students’ well-being, dignity, and learning amid uncertainty. 

Underrepresentation of women and students of color in science, technology, engineering, and math is a national epidemic. The lack of socioeconomic, gender, and racial/ethnic diversity in computer science is particularly pronounced—only 11% of recent computing graduates were women, while Hispanics comprised only 7% of all Bachelor degree earners in the United States (AUTHORS, 2016). Students of color face isolation in higher education, particularly in STEM majors, lack mentors, role models, and advocates who resemble them, and often experience implicit bias that can put them at risk for poor performance in the classroom (Seymour & Hewitt, 1997; Steele, 1995, Tate & Linn, 2005). Yet underrepresented students persevere in adversity and do become successful professionals in STEM fields, despite the odds. This study aims to reflect an assets-based approach to the study of computer science undergraduates who persevere in the major at 6 public Hispanic-serving institutions (H.S.I.s), colleges and universities in which 25% of the enrolled student body identifies as Hispanic/Latinx. The social contexts of computer science and computer engineering departments at H.S.I.s are rich for the exploration of persistence because, like their students, H.S.I.s are often perceived as lacking in resources and prestige, yet these computing departments are struggling with growth as awareness of computing as a viable career option expands nationally (NASEM, 2018). The lower tuition and policies which make enrollment “open” to “less selective” provide access to students who may not typically have access to a 4 year degree, yet the institutions may lack financial resources needed to provide extensive student support services on par with predominantly white institutions (P.W.I.s). These settings are important contexts for studying persistence from a qualitative, socio cultural perspective that considers the strengths of students’ cultural and familial backgrounds rather than focusing on weaknesses and differences from the dominant culture (in the United States, that of white, middle class individuals). At the same time, our study can shed light on student-developed strategies to persevere in a demanding field of study. 

This study explores how underrepresented students in computing departments at Hispanic-Serving Institutions develop discipline-based identities and the departmental practices that support their retention and identity development. Departments were affiliated with the Computing Alliance of Hispanic-Serving Institutions (CAHSI) a cross-sector network dedicated to increasing Hispanic representation in computing through partnerships and inclusive practices. Interviews with students, faculty, and chairs illustrate the vital role of peer community in student retention and highlights the many ways that departments foster and support inclusive peer learning environments.