RESPECT, the Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology, is the premier venue for research on equity, inclusion and justice in computing and computing education. Now in its ninth edition, the RESPECT 2024 conference will be held in Atlanta, Ga., May 16-17, as one of the flagship conferences under the ACM Special Interest Group on Computer Science Education (SIGCSE) umbrella.

The conference includes more than 150 researchers and experts from 26 U.S. states, plus Germany, who will be presenting their latest work in subjects impacting and focused on computer science education.

Georgia Tech is hosting the conference, and it is chaired by Tamara Pearson, deputy director and senior director of Research and Programs in Georgia Tech’s Constellations Center for Equity in Computing.

GT experts also have research accepted into the technical program. K-12 education is a central topic in Georgia Tech’s research at RESPECT 2024. The chart shows that K-12 education connects to all the topics in the institute’s papers. (Thicker bands represent multiple papers with the topic.)


Rosa Arriaga

Assoc. Professor, Interactive Computing

Sababu Chaka Barashango

Research Associate, Constellations Center for Equity in Computing

Kamau Bobb

Senior Director, Constellations Center for Equity in Computing

Sonia Chernova

Assoc. Professor, Interactive Computing

Lien Diaz

Senior Research Associate, Constellations Center for Equity in Computing

Betsy DiSalvo

Assoc. Professor, Interactive Computing

Terry Foster

Research Associate, Constellations Center for Equity in Computing

Diley Hernández

Senior Academic Professional, Academic Effectiveness Dept.

Josiah Hester

Assoc. Professor, Interactive Computing

Amita Jyoti Kaneria

Postdoctoral Fellow, Academic Effectiveness Dept.

Jayma Koval

Research Associate, Center for Education Integrating Science, Math, and Computing

Andrea Parker

Assoc. Professor, Interactive Computing

Tamara Pearson

Deputy Director, Constellations Center for Equity in Computing

Cedric Stallworth

Associate Dean, College of Computing

Judith Uchidiuno

Asst. Professor, Interactive Computing

Research Partners

Northeastern University • The Findings Group • The University of Puerto Rico • University of Colorado Boulder

Click image to explore coauthors and organizations

Countdown to RESPECT 2024: A Message from the Chair🔗

RESPECT is the premier venue for research on equity, inclusion and justice in computing and computing education. Georgia Tech will host the 9th Annual RESPECT Conference, May 16-17.

As researchers, especially those of us focused on equity, freedom, and justice, our job is to give language to and make meaning of the joy, trauma, and unwavering spirit of the most vulnerable and marginalized among us.

Since research in this area is inherently interdisciplinary, the conference invites contributions from sociology, learning sciences, cognitive and/or social psychology, feminist theory, gender studies, educational leadership and policy, human-computer interaction, as well as computer science education and related disciplines. Additionally, recognizing the important role that educators, students, and other community members play as partners in equity-focused efforts, RESPECT 2024 welcomes the participation of those who have not traditionally identified as “researchers” to present, including teachers, students, advocates, and policy-makers.

Welcome to RESPECT 2024!

We are taking the opportunity to focus RESPECT 2024 on interrogating the many ways research and policy inform one another — we will discuss ways to move our work out of the shadows and back into the spotlight. 

Tamara Pearson, Chair, RESPECT 2024

RESEARCH by conference track

Does the Advanced Placement Computer Science Principles (AP CSP) course drive equitable and inclusive CS pedagogy, curriculum, and policy as a means to broaden participation in computing?

Lien Diaz, Terry Foster and Sababu Chaka Barashango

This paper provides a critical perspective of equity in computer science (CS) education, investigating the Advanced Placement Computer Science Principles (AP CSP) course as a means to broaden participation with students historically excluded in computing. The Computing Equity Project at the Constellations Center for Equity in Computing leverages a comprehensive professional development model supporting the offering of AP CSP in urban districts with majority Black and Hispanic students. The project analyzes whether AP CSP serves as a catalyst for systemic change in equitable CS pedagogy, curriculum, and policy, and in creating inclusive pathways in CS education.

“Those don’t work for us”: An Assets-Based Approach to Incorporating Emerging Technologies in Viable Hawaiian Teacher Support Tools for Culturally Relevant CS Education

Rachel Baker-Ramos, Ayoung Cho, William Gelder, Jahnavi Kolakaluri, Josiah Hester and Judith Uchidiuno

Hawaiian bilingual language immersion (Kaiapuni) schools infuse curricula with place-based education to increase student connection to culture. However, stand-in teachers often lack the background and tools needed to support immersion learning, resulting in discontinuity for students in their culturally relevant education. This experience report describes a partnership between a university lab and a Kaiapuni school to design a teacher support platform via a hybrid of assets-based design methodology and emerging technology capabilities. We share insights offered by teachers and design requirements for such a platform. We also reflect on how HCI methodologies should adapt to respect Native Hawaiian perspectives.

Lessons Learned from Developing and Implementing a High School CS Bridge Program

Michael J. Johnson, Christopher Hovey, Sherri Sanders, Cedric Stallworth, Ryan Mendes, Andrea Parker, Adrian Choi, Sherilyn Francis, Darley Sackitey, Sonia Chernova, Maithili Patel, Xiang Zhi Tan, Rosa Arriaga, Britney Johnson and Betsy DiSalvo

This experience report describes the design and implementation of the CS Bridge Program, which connects women and gender non-binary individuals from historically underrepresented racial or ethnic groups to learning opportunities in computing subfields. Faculty, staff, and students from UniversitySE collaborated with NatOrg to provide participants computer programming and research experience. We describe the program and present reflections from the facilitation team to capture knowledge and advice on successful and unsuccessful strategies for developing an effective bridge program. We provide a summary of lessons learned by those involved and how their implications affected future iterations of the program.

Belonging, Engagement, and Wellbeing: Latinx Youth Experiences in Informal, Culturally Relevant Computer Science Education Programs

Amita Jyoti Kaneria, Jayma Koval, Taneisha Lee, Pascua Padro Collazo, Diley Hernández and Isaris Quiñones Perez

This critical qualitative study explores the experiences of Latine youth with informal, culturally relevant (CR) computer science education (CSed) programs in which youth learn to code while making music with the goal of informing more inclusive, future policy for CSed. The research question: What are the experiences of Latine youth in a program guided by CR curriculum? Methodologically, the inquiry utilizes an embedded multiple-case approach. Data consist of focus group interviews and observations. Analysis, guided by critical, humanizing theory, included coding, analyzing, and interpreting data through an iterative process. Key project concepts and a lens of CR pedagogy framed code creation and the development of the findings. Findings illustrate the following: students felt a sense of belonging that connected into their cultural identities, inspired engagement, and nourished their psychological/emotional wellbeing. Further, actual and potential outcomes are related to persistence in CSed, increase in CSed content knowledge, and developing CSed identity.

Punished for Dreaming: The Case for Abolitionist Teaching & Educational Reparations
May 16, 3:45 – 5 pm

Bettina Love, the William F. Russell Professor in the Teachers College at Columbia University and published book author, headlines the special RESPECT session “Punished for Dreaming: The Case for Abolitionist Teaching & Educational Reparations”. The session will be a candid and insightful conversation between Love and Kamau Bobb, executive director of Georgia Tech’s Constellations Center for Equity in Computing.

PREVIEW (from the publisher): In her book Punished for Dreaming, Bettina Love argues forcefully that Reagan’s presidency ushered in a War on Black Children, pathologizing and penalizing them in concert with the War on Drugs. New policies punished schools with policing, closure, and loss of funding in the name of reform, as white savior, egalitarian efforts increasingly allowed private interests to infiltrate the system. These changes implicated children of color, and Black children in particular, as low performing, making it all too easy to turn a blind eye to their disproportionate conviction and incarceration. Today, there is little national conversation about a structural overhaul of American schools; cosmetic changes, rooted in anti-Blackness, are now passed off as justice.

Co-sponsored by Georgia Tech’s Constellations Center for Equity in Computing and Center for Education Integrating Science, Mathematics, and Computing in partnership with the Kapor Center.

Bettina Love

William F. Russell Professor in the Teachers College at Columbia University

Kamau Bobb

Executive Director of Georgia Tech’s Constellations Center for Equity in Computing

Flaws Revealed in AP Course Meant to Prepare High School Students for Tech Careers

By Charde Brown

New research from Georgia Tech’s Constellations Center for Equity in Computing indicates that the Advanced Placement Computer Science Principles (AP CSP) program is failing to meet the needs of all high school students, falling short in providing equitable and inclusive options in computing education across pedagogy, curriculum, and policy.

Despite its intention to offer a comprehensive and accessible introduction to computer science, foster inclusive teaching practices, and influence policy at the state and national levels, AP CSP does not adequately address the barriers marginalized communities face in accessing computing education and opportunities, according to researchers.

Explore a national view of RESPECT 2024 by state and research track. Interact with the map to discover trends and interstate collaborations.

Check out @gt_ccec on starting May 16 for highlights from GT@RESPECT

See you in Atlanta!

Development: College of Computing, Constellations Center for Equity in Computing
Project Lead/Data Graphics: Joshua Preston
Featured Photography: Kevin Beasley
News: Charde Brown
Data Management: Joni Isbell