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This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students’ academic and personal growth within CSE education and research. 

While the student population in higher education has become more ethnically diverse the professoriate in universities remain predominantly of European descent. Reflecting this disparity of representation within the context of higher education in the United States, women faculty of color continue to experience tokenization, among other dissolutions. Within this inequitable context, we continue to find ways to resist these moments of fragmentation. We draw upon an analogy of spider weaving as a way to re-member the fragmented parts of being Women of Color scholar activists in the academy. In this paper, two Xicana Indigenous scholars highlight moments of resistance and transformation in the past 20 years of engagement with higher education. We begin with an undergraduate summer research experience and continue to the present moment as assistant professors. We share the context, our narratives of growth and resilience to unveil effects of the lived realities for Women of Color invested in social transformative justice. We offer a reflective opportunity for those who enter and continue struggling to survive and thrive within academia while navigating the shoals of privilege and marginalization. This awareness can offer a starting point for further discussions focused on the recruitment and retention of Women of Color faculty in the academy.