From K-12 to Computing: Examining Latinas’ Educational Trajectories in Computer Science

The persistent underrepresentation of Latinas in computing highlights the need to examine their early experiences and long-term engagement. Using Strauss and Corbin’s systematic Grounded Theory approach, this study analyzes interviews with 13 Latina computer science majors to develop a grounded model of their K–12 computing trajectories. Findings describe these trajectories as developmental processes evolving from initial exposure to participation and eventual postsecondary readiness. The study offers a framework for understanding Latinas’ pathways in computing and provides implications for policy, practice, and future research supporting their persistence across the K–12 pipeline.