Document Type
Article
Publication Date
6-8-2026
Abstract
Parents are critical influences on children's computer science (CS) pathways, yet families’ involvement remains understudied. Guided by parental involvement and community cultural wealth frameworks, this work-in-progress examined survey data from 53 parents representing families historically underrepresented in computing within California (71% women; 54% Hispanic/Latin/x/e). Findings revealed that CS school curriculum familiarity and awareness of CS community events significantly predicted parent-child CS conversations, while parent CS confidence and attitudes did not, suggesting that curriculum transparency and community connections can promote equitable involvement. Future work will integrate qualitative interviews to examine how families draw upon their cultural wealth.
Recommended Citation
Nicol R. Howard, Leiny Y. Garcia, Jean Ryoo, Julie Flapan, Michelle Choi, Paula Nazario, and Wei Wei. 2026. Parent Cultural Wealth: How Beliefs, Curriculum Familiarity, and Community Awareness Facilitate Home-based CS Conversations. In Proceedings of 2026 Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2026), June 8-10, 2026, Chicago, IL, USA. ACM, Chicago, IL, USA, 6 pages. https://doi.org/10.1145/3796496.3811809
Peer Reviewed
1
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Educational Sociology Commons, Family, Life Course, and Society Commons, Other Computer Sciences Commons, Science and Mathematics Education Commons, Sociology of Culture Commons
Comments
This article was originally published in Proceedings of 2026 Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2026). https://doi.org/10.1145/3796496.3811809