Background: In higher education, efforts to broaden participation in computing (BPC) are typically evaluated at a single institution, which limits our ability to isolate their impacts from those of other factors at the institution.

Students' goals may be one of many factors contributing to the underrepresentation of women, people who identify as Black, Hispanic, Latinx/a/o/*, or Native, and first-generation college students in computing. This study examines whether students who desire a career that enables them to pursue communal goals: goals of working with or for the benefit of others (e.g., have a social impact, serve humanity, help others, or give back to their community) may be deterred from computing if they perceive it as incompatible with those goals. Using survey data from over 45,000 undergraduate students, results show that women, compared to men of their same racial/ethnic identity, endorse social impact goals at higher rates, and that the relationship between a student's sense of belonging in computing and their goals is moderated by their perception of the communal goal affordances of computing.

Computer Science (CS) courses classified as Career Technical Education (CTE) make up over half of all CS courses offered in high schools in California as of the 2018-2019 school year and are eligible for funding through CTE grants. There has been a growing focus on creating equitable access to CS as well as recommendations to use CTE funds for this purpose. This paper examines whether there is an increase in CS course offerings or CS enrollment as an effect of receiving CTE funding in California. Publicly available data from the California Department of Education (CDE) was used to conduct a two-way fixed effects analysis. Results indicate a null effect from these grants on CS course offerings and enrollment. These results raise questions as to other factors that might have played a larger role in the recent increase in CS course offerings and expansion of CS courses classified as CTE.

The lack of diversity has been a troubling issue for the field of computing. As the industry continues to expand, it is imperative that diversity levels in computing fields increase to fill the ever-growing number of computing jobs and to represent the technological needs of a diverse populace. Our research seeks to better understand the factors that lead to this lack of diversity by analyzing data from computing majors from colleges within the United States and Canada. Our study reveals that students of different demographic backgrounds have varying levels of communal values, which, depending on how they perceive the affordance of computing to fulfill such values, predict their sense of belonging in computing, which is an important predictor of student retention.