ABSTRACT. Demographic data on disability is being collected more and more by computing organizations. However, the meaning of that data can vary drastically depending on the ways that disability is defined (e.g., disabling conditions versus functional limitations) and determined (e.g., by experts or self-reported). In this paper we analyze the varying definitions and determinations of disability and how data about disability is collected by different organizations. We discuss issues associated with certain ways of collecting disability data and offer ways that disability data can be used to inform action towards more inclusive computing education.

ABSTRACT. How best to design and analyze race/ethnicity survey items is often debated. One major decision point relates to how individuals who self-identify with more than one racial/ethnic category should be aggregated during data analysis. We explore a new process that allows participants to self-select their single identifying racial/ethnic category, deviating from the popular practice of grouping those who choose multiple racial/ethnic categories into a single Multiracial category. The method’s impact is discussed regarding the accuracy and representation of diverse identities in demographic data analysis, focusing on how this change could affect research in computing education, where demographic data is essential for identifying disparities and creating more inclusive practices. Results suggest that offering more flexibility in how participants report their identities could improve data quality and inform strategies to address inequities in the field. We encourage the RESPECT community to uptake this novel methodology when collecting and reporting demographics in research.

ABSTRACT. Data science courses often exclude engagement with minoritized groups, discouraging these students from the field. Our Data Activism Program for African American students integrated arts-based abolitionist education and transformative youth organizing. Students collaborated with 4 community organizations, conducting interviews and surveys and engaging with their community, highlighting racial disparities in environmental injustice. Post-course surveys and interviews showed an increase in students' ability to apply transformative youth organizing to data science, demonstrating real-world impact. They found the curriculum accessible and meaningful, transforming data science into a tool for self-expression, critical analysis, and activism rather than just an academic subject.

ABSTRACT. Problem. As school districts develop K-12 computer science pathways, they seek guidance and examples from other districts with established pathways. Research Question. Our research question for this project was: How have Minnesota districts built and implemented a K-12 CS Pathway? Methodology. We conducted virtual interviews with 15 representatives from 11 Midwest school districts on developing CS pathways, using a semi-structured protocol and thematic analysis. Findings. CS pathways are often initiated by champions, frequently beginning in high school and progressing to elementary then middle school. CS teachers find it challenging to meet, a variety of funding sources are used, and equity often focuses on student enrollment. Implications. Many school districts need to create CS pathways while others continue to build and refine their pathways; many of whom desire support in that process. The findings can be used by districts, support organizations and policymakers to inform the development of CS pathways.

ABSTRACT. Latin American researchers remain underrepresented in Computing Education Research (CER), accounting for only 1.6% of global participation. This study uses bibliometric analysis to map Latin America’s participation, collaboration patterns, and research themes in top international CER venues over five years. Findings reveal that only a few countries in the region are involved, with overall low research participation. Additionally, regional collaboration remains limited. These disparities suggest challenges to achieving equitable participation in global CER. Addressing these challenges requires inclusive research practices and stronger regional networks, ensuring Latin American voices help shape an accessible and equitable future in computing education.

ABSTRACT. Culturally Relevant Computing (CRC) has shown positive effects on K-12 students. However, little is known about its implementation in higher education. This study explores why CS educators at Hispanic-Serving Institutions (HSIs) incorporate or refrain from using culture in computing curricula. Key takeaways include resistance to CRC among non-Latine faculty, often rooted in beliefs that culture is irrelevant to computing. Conversely, both Latine and non-Latine professors cited student experience, particularly engagement and belonging, as a strong motivator for incorporating CRC. Additionally, some non-Latine professors drew upon their own lived experiences to create more inclusive learning environments.

ABSTRACT. Engineering and computing education researchers have begun paying greater attention to disparities by gender and race. Further, examining the interaction effect of different identity characteristics and their impact on students and faculty has become increasingly valued. Most have focused on the intersection of race and gender, some have addressed issues of power, but few have attended to the important differences within a single racial/ethnic group. In this paper, we expose the dearth of research about Latine computing faculty and position the Latine community as an example of why attending to intersectional differences within a single racial/ethnic group is critical. The implications for other racial/ethnic groups are important for enhancing the research knowledge base, and also for classroom instructors, lab directors, team leads, and other influencers to recognize how students and faculty from different racial or ethnic backgrounds may experience the academic and workplace settings in technology.

ABSTRACT. The XXX Project draws on youths’ natural interest in music to introduce and develop computational thinking skills. BPC of Hispanic students is fostered through culturally relevant pedagogy and informal learning environments. Observations suggest that XXX's emphasis on creativity, self-expression, and community building has also resonated positively with students with autism. This experience report is based on the experience of two autistic participants of the XXX Camp 2024. Reflections from the two participants, their parents, and the XXX staff were used to identify the project components that gave rise to the participants’ CS learning, engagement, and sense of belonging.

ABSTRACT. As calls for the expansion of computer science (CS) education continue, gaps persist for students with disabilities. In fact, most special education teachers do not have access to professional development (PD) opportunities and most curricula and tools are not designed for the broadest range of learners. To address this inequity, we developed targeted PD for both CS and special education teachers focused on meaningful participation of students with disabilities in CS Education. These efforts highlight the need for targeted PD focused on the needs of learners with disabilities as well as the need for district-initiated systems-change beyond PD efforts.

ABSTRACT. Computer science education teachers should have a fundamental understanding of accessibility to ensure students with disabilities can fully participate. Through a Professional Learning Community, special and general education teachers were taught the Perceivable, Operable, Understandable, and Robust (POUR) principles and then conducted a POUR analysis of VEX 123 robots and another technology of their choosing. Data revealed that the teachers successfully performed the POUR analysis and their confidence in finding accessible instructional materials and resources increased. Teachers can use POUR as a means to identify accessibility issues as well as choose tools that meet the accessibility needs of their learners. Although POUR provides an analysis framework, teachers need additional support in learning about the specific accessibility aspects within POUR in order to successfully interpret POUR guiding questions as related to the technologies they are analyzing.

ABSTRACT. The Hispanic population in the United States makes up 19.7%, approximately one-fifth of the total population, and increases approximately 1.8% every year versus the overall growth of non-Hispanic populations at 0.2%. It is the fastest growing population in the US, according to the U.S. Census Bureau. It is imperative that we address the needs of students who are multilingual learners through professional development and materials that are cemented in Cognitive Load Theory and translanguaging. Cognitive Load Theory allows us to understand the brain and how memory and learning work. Because the experience of Hispanic students is not monolithic, we explore different strategies and resources that allow all students easy transitions, as needed, so they can continue to progress in their classrooms when learning computer science.

ABSTRACT. Teacher education programs face the challenge of integrating multiple standards like InTASC, CAEP, ISTE, and CSTA into their licensure courses with limited instructional time. To address this, we need innovative approaches to effectively integrate topics like computational thinking (CT) and AI literacy, which are increasingly included in teacher standards. We developed a core educational technology course for teachers from diverse fields—deaf education, math, music, early childhood, and more—to introduce these concepts. Using “scaffolded critique rubrics,” teachers evaluated tools and resources from platforms like Code.org or PBS Kids, assessing their suitability for their students. The rubrics helped teachers critique computing tools for accessibility issues, differentiate AI biases from automation ethics, and engage deeply with CT concepts. By connecting these topics to their student needs, teachers reflected on how to adapt resources for their classrooms. This report outlines the course development and its impact on teacher engagement.

ABSTRACT. This report discusses the need to provide mothers in low-income communities with experiences to develop the powerful skills of making. This curriculum provided opportunities to develop skills like focusing on the process rather than the end product, seeing mistakes as opportunities to learn, and strengthening problem-solving and tinkering abilities. Activities were tailored to participants' interests and strengths, and encouraged the initial exploration of computing literacy and STEM ideas in an informal, fun, and creative environment with a comfortable entry point. Including creative technologies in computing community centers served as a source of confidence-building, hope, and mental health support, and inspired entrepreneurial endeavors.

ABSTRACT. Despite assumptions that Culturally Responsive Pedagogy (CRP) only benefits marginalized students, studies show that it creates a rigorous, relatable, and engaging learning environment for all students. While CRP’s impact in K-12 settings is well-established, its application in undergraduate computer science (CS) education remains limited. This review of 113 studies examines the application of CRP in undergraduate CS settings and highlights its potential to foster inclusive learning and improve student outcomes. Still, significant barriers such as faculty resistance and lack of institutional support, persist. This review identifies critical research gaps, and offers recommendations for future CRP research and practice in undergraduate CS contexts.

ABSTRACT. While there is a growing interest in culturally responsive and sustaining education (CR-SE) in CS education, there is a dearth of illustrative examples of what it looks like in practice. For this paper, we observed three teachers that used the graphic novel, Power On!, to facilitate their use of CR-SE. We found that teachers provided CR-SE instruction relevant to their specific students. The novel also assisted teachers in having class discussions about social justice in computing. Students reported that the novel increased their critical understanding of social problems in computing, and empowered them to address them.

ABSTRACT. Black children are underrepresented in high school computer science (CS) courses. Thus, there has been increased attention by the CS education research community to engage Black children in CS learning. However, there has been less research that focuses on designing CS learning opportunities specifically for Black boys. We introduce one attempt to address this gap with a culturally responsive computing project that seeks to connect CS and barbering education in meaningful ways: Barbershop Computing. We explore two Barbershop Computing interventions within a high school barbering classroom. We ask: how do CS activities that are designed to fit into a high school barbering classroom shape Black boys’ attitudes toward CS? Through analyses of pre- and post-surveys, we show how one of the interventions shaped students’ perceptions of the value of CS. We end with a discussion about broadening the scope of technologies that should be seen as relevant to CS education.

ABSTRACT. Young people with dis/abilities often face barriers to participation in computational making spaces. This paper examines how youth engage with the Scratch online community to share projects and discussions around dis/ability, creating meaningful connections through creative self-expression. Through counter-storytelling examples, we demonstrate how young people leverage Scratch not only as a programming platform but as a space to build community and celebrate dis/ability identity. Our findings uplift the ways in which young people engage in these spaces to highlight how creative computing environments foster inclusion and connection, dispelling deficit-based narratives in computer science education.

ABSTRACT. This experience report chronicles the groundbreaking journey of Thailand’s first blind engineering student, who graduated with first-class honors in Computer Engineering from the country’s most prestigious and competitive engineering program. Over four years, innovative, low-cost, and low-tech solutions were developed to make every class accessible. These included tactile diagrams, screen reader-compatible materials, accessible laboratory modifications, and customized assessments tailored to individual courses. Beyond academics, support extended to daily campus life, with accommodations for safe living, efficient navigation, and time management. Friends and classmates played a critical role, offering real-time assistance and collaborative problem-solving. This comprehensive approach combined practical adaptations with community support, emphasizing affordability and sustainability to ensure replicability in resource-constrained contexts. The report provides a detailed account of the challenges faced and solutions implemented across various courses and settings, offering a replicable framework for fostering inclusive STEM environments and creating pathways for students with disabilities in higher education.

ABSTRACT. The benefits of co-curricular and extra-curricular activities for engineering and computing students are well-documented, with improvements noted in academic performance, university retention, and professional development. Unfortunately, while the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act mandate equal access to co- and extracurricular activities for disabled students, there are many barriers that interfere with disabled students’ actual participation. In this paper we review the state of the art research and identify areas gaps for future work. We present research into the academic, professional, leadership development, and psychosocial benefits of co-curriculars and propose new opportunities for improving the greater inclusion of students with disabilities as well as their advising and support teams.

ABSTRACT. To broaden the participation of disabled students in STEM, we conducted an outreach program to inspire blind and low vision (BLV) students to pursue these disciplines in college, educate them and their Teachers of the Visually Impaired (TVIs) about accessibility in higher education, and begin to forge partnerships with local high schools. This experience report describes planning an accessible 80-person, half-day event. Pre- and post-survey evaluations showed that learning about accommodations and self-advocacy from BLV college students' first-hand experiences was important for creating an inspirational STEM event. We also highlight how bringing together teachers from across the county and funding entities from across campus enabled us to bring greater visibility and sustainability to our initiative.

ABSTRACT. Achieving accessibility in computer science education (CSEd) requires a comprehensive approach that includes research methodologies. While accessibility research in CSEd is growing, many studies still overlook disability inclusion, often due to inaccessible methods like surveys, interviews, and focus groups. These barriers, such as unclear language or lack of accommodations, exclude students with disabilities and create gaps in findings, leading to incomplete representation. To build truly accessible learning environments, it is essential to evaluate research methodologies and their barriers. This paper calls for broadening disability inclusion beyond a niche focus, addressing inaccessible methodologies and the lack of disability demographic data. Additionally, it provides guidance on designing disability-inclusive studies and reporting demographic data ethically to ensure more inclusive and accurate research outcomes.

ABSTRACT. Despite a growing body of scholarship integrating Disability Studies into Human-Computer Interaction research, access to mentorship in this kind of interdisciplinary approach remains limited for junior and senior scholars alike. In this experience report, I describe two mentoring initiatives designed to support HCI scholars interested in the intersection of disability scholarship and technology research. First, I detail an ongoing distributed mentoring program for disabled HCI researchers and academics seeking advice and support for growing their research in disability, policy, and ethics as related to technology research. Second, I describe the Disability Theory in HCI Workshop Series, hosted in the Fall of 2024, where junior and senior scholars came together to learn about broader concepts of disability theory including disabled public scholarship. Such programs fill a critical gap in mentorship and development of cross-disciplinary research in HCI as the field continues to build capacity and interest for this paradigm shifting work.

ABSTRACT. This experience report describes a holistic research initiative aimed at normalizing the perception of Black achievement in computing research to create a more inclusive and supportive academic culture. The project, a collaboration between two Historically Black Colleges and Universities (HBCUs) and a Predominantly White Institution (PWI), seeks to address equity in computing by showcasing successful Black computing researchers. Through culturally relevant mentorship and structured community-building, the initiative fosters belonging, self-confidence, and increased awareness of graduate opportunities among Black undergraduates. Initial findings indicate increased interest in research, stronger computing identities, and a desire to pursue graduate education. This report provides key insights into program successes and challenges, offering recommendations for sustainable, institutional change.

ABSTRACT. Some computing education researchers have shifted focus from broadening participation to justice-centered computing education (JCCE). JCCE teaches computing through its social-political implications, empowering students to create more just futures. While prior research theorizes and explores its classroom application, we know little about the collaborative processes instructors use to design and adapt curricula for such learning. We engaged in a 3-month curriculum co-design project as part of a research-practice partnership between a CS education researcher and an after-school STEAM instructor. Through duo-ethnography, we analyzed our curriculum design process. We highlight key emerging challenges and how we resolved them through the design process. Our findings focus on balancing students’ technical proficiency with justice-centered pedagogy, showing that justice-centered curriculum design requires educators’ ongoing content learning, reflection on positionality, and adaptability to students' needs, including those with disabilities. These findings bridge the theoretical discussion of justice-centered computing with the practical realities of curriculum design.

ABSTRACT. In the pursuit of place-based, generative AI educational technologies, the field of Human-Computer Interaction (HCI) offers a powerful framework for identifying and addressing diverse teacher needs. In partnership an Hawaiian language immersion (Kaiapuni) school and 13 educators, this 1-year case study presents a research approach rooted in assets-based design and Design Thinking that leverages rapid iteration, usability testing, and speculative prototyping to co-design a generative AI tool for Kaiapuni educators. Our synthesis of observations, participant reflections, and usability testing feedback provides evidence for such methods in their ability to envision ideal outcomes for Kaiapuni education supported by generative AI technologies.

ABSTRACT. Accessibility in computer science (CS) education demands collective action, yet little research examines how collective impact partnerships can effectively embed accessibility practices. Drawing on a four-year partnership of the Alliance for Interdisciplinary Innovation in Computing Education (AiiCE), a network focused on equitable CS education, we discuss how accessibility knowledge and practices were integrated and sustained. Rooted in partnership documents (N=20) and reflexive interviews (N=5), we identify key driving factors: Expertise-sharing through transparent, multi-level learning, trust-building through a culture of growth, and cultivating mindsets. Our findings provide insights for designing sustainable, accessibility-focused partnerships that align with equity initiatives in computing education.

ABSTRACT. To address disparities in access to K-12 computer science (CS) education for students with disabilities, the CSinPA initiative developed a statewide program in 2021 with support from Pennsylvania’s Bureau of Special Education and Office of Elementary and Secondary Education. The Training and Consultation to Implement Computer Science (TACTICS) team equips IDEA-funded consultants to lead equitable CS education initiatives through professional development, resource testing, and collaboration. Key outcomes include accessible curricular resources, increased student participation in CS events, and expanded regional collaboration. Challenges include balancing priorities, varying agency roles, and staff turnover.

ABSTRACT. In Chicago Public Schools there is a need to provide guidance to schools on placing students into an intro-level CS class (ECS) and the more difficult AP CSP class. Previous work created a placement exam based on the ECS curriculum to identify students prepared for AP CSP without taking ECS. This analysis found that after controlling for many variables including GPA, sex, attendance at a selective enrollment school, and perceived value of CS, that placement score was positively correlated with the probability of a student passing the AP CSP exam.

ABSTRACT. This paper examines the experiences of Black students in fully online computing degree programs with the intention of improving retention and graduation rates. This study was motivated by the concentration of Black students in primarily online Computer Science (CS) programs, and the simultaneous weakness of these programs to produce degrees, showing lower bachelor’s graduation rates (24%) than other institutions (52%) (Goldwasser et al., 2024).

Through nine interviews with students and recent graduates of online computing programs conducted to date, this study explores motivations for enrolling in Primarily Online Institutions (POIs) and challenges such as underrepresentation and insufficient support. Two key themes emerged: race and accessibility in an online space, as both separate and interconnected struggles.

Findings highlight the need for stronger institutional support for underrepresented computing students in POIs and lays the groundwork for future studies on how online education shapes the academic and professional trajectories of computing students.

ABSTRACT. Domestic undergraduate computer science students formally learn about machine learning and artificial intelligence in upper level undergraduate computing programs, yet they must navigate the lure of ChatGPT and other generative Artificial Intelligence tools that have been found to be somewhat accurate at completing early coding assignments. As AI tools proliferate, messaging about their use in academic settings are varied, and access to AI literacy is unknown. Through an investigation of interviews with Pell grant eligible college students at open access colleges, we address the following research questions: How do low-income undergraduate interview participants describe their uses of and attitudes regarding generative AI tool use for academic purposes? and What elements of AI digital literacy appear to be accessible to interview participants, based on their descriptive statements?

ABSTRACT. This paper describes responses from a teacher survey related to the Implementation of Culturally Responsive-Sustaining Education (CR-SE) practices in a large urban school district’s Computer Science for All (CS for All) initiative. The research questions investigate educators' attitudes and beliefs regarding CR-SE, their approaches to integrating CR-SE practices into computer science instruction, and the challenges encountered during the implementation of these practices. The paper is also a content analysis of open-ended survey responses of middle and high school teachers and their understanding of practices related to Universal Design for Learning (UDL) and translanguaging.

ABSTRACT. Computer Science Education State Supervisors (CSEdSS) play a crucial role in developing equitable access to K-12 CS learning pathways, yet CS education remains largely inaccessible for students with disabilities. The current case study explores a CSEdSS within her state’s Department of Special Education and how she expands CS learning pathways for students with disabilities. Through a semi-structured interview, this CSEdSS provided insights into her role, disclosing the opportunities and challenges faced by attempting to increase access for students requiring additional support. This study also reveals how the implementation of state policies requiring a CSEdSS—specifically, where the CSEdSS is situated within a state education agency—may serve as a key systems lever for designing more accessible CS education opportunities for all students.

ABSTRACT. Accessibility remains among the least integrated topics in computer science (CS) education despite its recognized importance. This paper examines how the Anonymous professional development program has facilitated and supported the incorporation of identity-inclusive topics, namely disability, into the postsecondary CS education space. Through analysis of participant interviews and deliverable documentation, findings reveal that through the program Fellows deepened their understanding of how disability impacts and is impacted by computing, leading to the design and implementation of five unique accessibility-focused educational initiatives. Results demonstrate that professional development can effectively increase accessibility-focused content in CS education.

ABSTRACT. Indigenous groups continue to face significant underrepresenta- tion in computing and STEM fields, encountering major obstacles to participating in computer science (CS) education. This expe- rience report investigates how Indigenous-serving CS teachers co-design culturally responsive curricula through a two-year-long professional development (PD) program using a design-based re- search method. The report details the curriculum design process and provides insights into students’ perceptions of CS learning. The findings aim to inform future initiatives to enhance Indigenous students’ engagement and success in computing by integrating cultural knowledge with CS education.

ABSTRACT. Significant barriers to equitable access and belonging in computer science education persist, disproportionately affecting Black, Latinx, Indigenous students, and students with disabilities. In response, Project Team partners with higher education researchers to develop an equity-driven framework for K-5 CS curriculum redesign and professional development. This framework intentionally centers race, disability, and intersecting identities, and embeds diverse academic perspectives into teaching practices. Leveraging research and fostering collaboration, the framework translates theory into practice, ensuring equitable participation in CS education. Partnership goals with research institutions are to drive systemic change, increase belonging and prepare diverse learners for success in K-5 CS education.

ABSTRACT. K-12 computer science (CS) administrators are critical in shaping policy and addressing systemic barriers but often face professional isolation or lack CS expertise. The Texas CS Leadership Network(TXCSLN) aimed to strengthen support for Texas CS administrators. This experience report explores the TXCSLN's design, evolution, and outcomes. Findings indicated that it helped administrators feel more prepared to implement CS programs and support teachers, shape policy, and have a professional network. This report provides insights into designing a professional learning and support network for CS administrators that can inform similar initiatives in other states or regions.