Examining Aspects of Cultural Capital Influencing Persistence among Hispanic and Black Students in Computing Education
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| Title: | Examining Aspects of Cultural Capital Influencing Persistence among Hispanic and Black Students in Computing Education |
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| Language: | English |
| Authors: | Ila Wallace, Arnob Kumar Saha, Shreya Upreti, Kusum Bhattarai Sharma, Twyla Hough, Ruchi Dilip Kukde, Shetay Ashford-Hanserd, Cassandra Sullivan |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1764404 |
| Document Type: | Speeches/Meeting Papers Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Persistence, Cultural Capital, African American Students, Hispanic American Students, Computer Science Education, Student Experience, Minority Serving Institutions, STEM Education, Public Colleges, Student Attitudes |
| Geographic Terms: | Texas |
| DOI: | 10.3102/2189972 |
| Abstract: | Despite efforts to broaden diversity in the field of computing, students from racially marginalized communities continue to encounter significant structural and social barriers to entry and progression. To assist in identifying ways to reduce barriers and increase supports, this study examined the persistence of Hispanic and Black undergraduates in computing education at a public Hispanic-Serving Institution in Texas, using a modified community cultural wealth framework. Findings revealed that aspects of aspirational, familial, navigational, and social forms of cultural capital influenced persistence among Hispanic and Black computing majors. By recognizing these cultural assets, educators and administrators can reform academic programs to better support and empower marginalized students to enter and persist in computing education and careers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678374 |
| Database: | ERIC |
| Abstract: | Despite efforts to broaden diversity in the field of computing, students from racially marginalized communities continue to encounter significant structural and social barriers to entry and progression. To assist in identifying ways to reduce barriers and increase supports, this study examined the persistence of Hispanic and Black undergraduates in computing education at a public Hispanic-Serving Institution in Texas, using a modified community cultural wealth framework. Findings revealed that aspects of aspirational, familial, navigational, and social forms of cultural capital influenced persistence among Hispanic and Black computing majors. By recognizing these cultural assets, educators and administrators can reform academic programs to better support and empower marginalized students to enter and persist in computing education and careers. |
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| DOI: | 10.3102/2189972 |
