Date of Conferral

6-2-2025

Date of Award

June 2025

Degree

Ph.D.

School

Education

Advisor

Gladys Arome

Abstract

The rapid evolution of computer science (CS) as an integral part of K-12 public education in the United States has highlighted significant equity and diversity issues. Guided by critical race theory and community cultural wealth, this basic qualitative study explored high school CS teachers’ perceptions of the challenges and opportunities related to recruiting, retaining, and ensuring the success of students of color. Thematic analysis of data collected using semistructured interviews with 12 high school CS teachers revealed key challenges, including curriculum rigidity, funding inequities, and lack of administrative support. Participants reported that systemic barriers limit access to CS education for students of color, while strong teacher–student relationships, parental engagement, and culturally responsive teaching practices contribute to student success. Teachers emphasized the importance of mentorship and community involvement in fostering persistence among students of color. The findings suggest that implementing culturally responsive teaching and increasing institutional support can improve retention rates and academic achievement. Recommendations include systemic reforms to address funding disparities, professional development for culturally responsive teaching, and industry partnerships to provide mentorship and real-world exposure. These results may be used by education stakeholders to create inclusive learning environments, foster diversity in CS education, and contribute to broader social change by increasing equity in the technology sector. Addressing systemic inequities and leveraging cultural assets can empower underrepresented students, enrich the CS workforce, and promote a more just and equitable society.

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