Culturally Responsive Computing (CRC) programs help educators connect computing curriculum to the interests, prior experiences, and needs of students diverse in race, class, ability, and
Engage students not already drawn to computing by creating academic and social environments where these students feel like they belong. Students respond positively to solving
Collaborative learning can improve retention rates, critical thinking, appreciation of diversity, and development of social and professional skills. When implementing collaborative learning, match students roughly
Women and minority students are not in computing courses under the same conditions as their white male classmates. Instructional practices offer opportunities to level the
Making curricula more relevant to students, introducing collaborative learning into the classroom, and tailoring courses to different student experience levels benefit female as well as
The décor of physical spaces conveys messages about the kinds of people who belong there and the kinds of activities that should be done there.
Institutional barriers (IBs) are policies, procedures, or situations that systematically disadvantage certain groups of people. IBs exist in any majority-minority group situation. When an initial
International Women’s Day-in-a-Box: Raising Awareness, Igniting Change is designed to help IT companies and departments celebrate successes and address barriers to women’s full participation in