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Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward "CS for All." This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all. This paper explores what student agency looks like while answering the research question "From the perspective of minoritized students historically underrepresented in computing, what makes a critical difference in their sense of agency in introductory CS high school classes?" Our research-practice partnership used qualitative data (including classroom observations, interviews, student artifacts, and video/photos) and surveys to surface the perspectives and visions of minoritized youth. The research describes what student agency looks like as youth – who have had no prior CS learning experiences – use CS as a tool to resist marginalization and dehumanizing school contexts, while declaring their own "rightful presence" in CS classrooms. Findings demonstrate the importance for CS curricula and pedagogy to center the lives of students in ways that are consequential for minoritized youth. This would support deeper engagement with content learning and student agency with computing. [ABSTRACT FROM AUTHOR]

Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. To understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges, we analyze the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles unit in Exploring Computer Science. We inductively analyzed and coded 17 experienced teachers' weekly surveys and post-interviews. Teachers leveraged local resources and contexts to adapt classroom activities as well as developed new perspectives on computing as ways to foster inclusivity. We propose further opportunities for CS teachers to consciously reflect and draw upon the assets and funds of knowledge of their students' communities when facilitating open-ended, inclusive activities. [ABSTRACT FROM AUTHOR]