This research WIP paper presents findings from an interpretive case study of computer science (CS) students in a leadership course at a Hispanic-Serving Institution (HSI). The course incorporated a curriculum centered on building students' critical consciousness so that students were empowered to recognize and challenge structural barriers related to race and gender disparities in CS education and the workforce. Such awareness is imperative for actively engaging in the transformative process necessary for effecting meaningful change. Furthermore, fostering students' critical consciousness stands as a key endeavor, particularly within disciplines such as computer science, given the profound societal ramifications inherent to this field. Data were collected from surveys, such as the critical consciousness scale [1] to examine students' levels of critical consciousness awareness at the beginning of the semester. Preliminary findings on students' understanding of critical consciousness demonstrate an initial misconception of the term critical consciousness, possibly due to limited exposure to the concept. However, after engaging in lessons on gaining awareness of various forms of oppression within the educational system, students exhibited feelings of validation for their own experiences. Towards the end of the course, students were able to identify ways in which systemic oppression manifested itself in CS contexts and devised plans for collectively combating these injustices. This data underscores the need for more opportunities for the development of critical consciousness, emphasizing its dual significance in both understanding systemic and social barriers that limit Hispanic students' access to CS education and the workforce. This skill is necessary for propelling students to take action in challenging barriers, especially in a stratified technological world.

This research-to-practice paper aims to examine the Collective Impact Model and its application during a network meeting to illustrate its utility in supporting efforts in building a community among a complex system of partnerships and initiatives. We collected data from small group discussions among 56 CAHSI faculty staff and administrators using a Communities of Practice approach to collect evidence of community knowledge development. Emerging themes from data analysis included: a) successful initiatives for CAHSI students; and b) collectively identified challenges. These findings illustrate how the Collective Impact model supports CAHSI network members to be intentional in their efforts by assessing their progress toward a common goal, evaluating the effectiveness of their efforts, and making plans toward next steps. Moreover, capturing the dynamics of the Collective Impact Model allows CAHSI to promote multidimensional change by creating culturally responsive initiatives and learning opportunities for Hispanic students in CAHSI.

This qualitative research paper presents findings from an interpretive case study of five undergraduate Hispanic computer science (CS) students in a pilot leadership course in the CS department of a Hispanic-Serving Institution (HSI). The course design drew on the relational model of leadership, a model that focuses on ethics and professional skills development and enhancing students' readiness to meet the demands of an ever changing global and diverse technological world. These students applied their skill set at a national conference for Science, Technology, Engineering, and Mathematics (STEM) faculty and students. Data were collected from interviews with these five leadership students who participated as panelists in a faculty professional development workshop. Themes that emerged from the data analysis included students' views of leadership, self, and self with others. The students considered their participation in both the leadership course and the conference as critical in shaping their leadership identities. Moreover, the study demonstrates how the leadership course supported students in enhancing their leadership meaning-making from a relational perspective while at the same time fostering the development of strong Latinx CS identities. These findings support the need for responsive curricula and learning opportunities that promote the development and practice of professional skills to prepare undergraduate CS students, those who are Latinx, to meet workforce and societal demands.

Historically, student caregivers have been described as parents over the age of 25. However, the role of a caregiver may extend beyond a parental responsibility to include caring for other family members and may include students who are of “traditional college age.” Failing to acknowledge and provide appropriate support for student caregivers can be particularly problematic for students in engineering and computing. Engineering and Computing programs often require extensive work that must be completed outside of class. Meeting these demands is particularly challenging for students with caregiving responsibilities. However, there are significant gaps in our understanding of college experiences and college outcomes of student caregivers enrolled in engineering and computing programs. To understand the experiences of undergraduate student caregivers in engineering and computing fields, this study explored the differences in non-cognitive and affective factors between students who have caregiving responsibilities and those who do not have responsibilities during college. We particularly focused on student caregivers in the College of Engineering at an R1 Hispanic-Serving Institution (HSI). The context of HSIs is important given that these institutions enroll a large number of post-traditional college students, students who have significant life responsibilities that are often at odds with the demands of college. Additionally, this study incorporates a Hispanic-servingness approach, a framework centered on institutions acknowledging the realities and needs of the students they serve. Using data from a single institution, we asked the following research question: To what extent are caregiving responsibilities related to undergraduate engineering and computing students' non-cognitive and affective factors? Our findings indicate that the experiences of students with caregiving responsibilities differ on five non-cognitive and affective factors: open-mindedness, engineering/computer science identity, help-seeking, motivation, and time management. Taken together, these findings draw attention to the importance of universities taking a holistic approach to developing student support services for Engineering/Computing student caregivers.

Involving diverse individuals who bring different perspectives, experiences, and disciplinary knowledge in solving problems is critical in our nation's ability to innovate and compete in a global economy. Unfortunately, the trends in the number of graduates with advanced degrees, in particular ethnically and racially diverse citizens and permanent residents, are insufficient to meet current and future national needs. This is exacerbated in computing, which is one of the least diverse fields. Despite the growth in numbers of Hispanics nationally and their representation in undergraduate studies, the number of Hispanic citizens and permanent residents who enter and complete graduate computing studies is disturbingly low. Studies report that Hispanic graduate students across all fields of study feel isolated and alienated, face lack of support, experience low expectations from faculty, and a negative racial/ethnic climate. Students often encounter a STEM culture centered on competition and selectivity, and this must be addressed to increase pathways to the doctorate to support our nation's economic and national security goals. This paper describes a collective effort of institutions with high enrollments of Hispanic students that have built partnerships among non-doctoral-granting and doctoral-granting institutions to increase representation of Hispanics in graduate studies. Led by NSF's Eddie Bernice Johnson Computing Alliance of Hispanic-Serving Institutions (CAHSI), the collective employs evidence-based practices grounded in the Hispanic-servingness literature to address the root causes.