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With a rise in technology, the demand for computer science (CS) education is increasing in K-12 schools, yet access is inequitable. This research brings together teachers and students participating in a secondary school CS program in the Milwaukee Public School District through an initiative to ensure all students have access to equitable, meaningful, rigorous, and relevant inquiry-based CS education. Utilizing a qualitative approach and grounded theory, this study investigated student-teacher relationships in computer science program participation and what factors from these relationships contribute to marginalized students continuing in an early Science, Technology, Engineering, and Mathematics (STEM) K-12 pathway. Findings suggest teachers served a dynamic role as agents of professional orientation central to how students a) experienced CS learning and b) how students perceived the field they were attempting to enter (development of a CS identity). Moreover, these teachers oriented students into an industry with a history of marginalization. 

The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a grounded theory approach, gauges student and teacher perspectives, specifically investigating minoritized student perspectives that influence their entrance and continuation into an educational pathway. The study’s outcomes underscore the crucial roles of (1) Student Family Encouragement, (2) School and Community Engagement, and (3) Professional/Teacher Mentorship as critical junctions that school districts should be aware of when creating student pathways into college and career, particularly for underrepresented groups.