This panel focuses on the voices of computer science (CS) high school students who come from communities historically underrepresented in CS. Our UCLA team worked in research-practice partnership with teachers and students from the Los Angeles Unified School District (LAUSD) to understand how youth engagement, agency, and identity are being impacted, if at all, by efforts to broaden participation in computing. Going beyond a "numbers" approach, we define equity as attending to the cultural wealth, funds of knowledge, and perspectives youth bring to their CS learning experiences, amplifying minoritized youth's visions of what CS education should be in the CS for All movement. This panel begins by sharing findings from our year-long qualitative study in four CS classrooms, followed by hearing from the students themselves about what impacts their motivation to learn CS. Student panelists will explain how and why they choose to engage in CS learning toward empowering themselves and their communities, as well as how they are developing CS identities. Together, we will explore what it takes for youth to acquire a sense of "rightful presence" [1] in a field dominated by people who do not look like them or come from their communities.

Efforts to broaden participation in computing address how systemic school structures, educator preparation, and curriculum can provide inclusive learning spaces for all students. The emerging multiplicity of scholarship in computer science (CS) education forwards diverse voices, perspectives, and positionalities, and together, provide a rich set of evidence-based narratives that can transform K-12 policies and practices. The four projects featured in this panel bring together CS education efforts with varying methodologies focused on equity-oriented pedagogies and learning for all youth across the US. This panel will focus not only on sharing the multi-pronged efforts of the featured projects, but also on developing a shared vision among participants and panelists for what equity" can and should be in the future of both SIGCSE and CS education as we celebrate SIGCSE's 50th anniversary. By highlighting the work of projects rather than individuals in this panel, audience members will have the opportunity to learn about how collaborative efforts create and examine contexts for equity in CS education across diverse stakeholders, while also providing a richer base for constructing visions of equity that go beyond mere platitudes, toward action items for broadening participation in computing.