Momentum: Accelerating Equity in Computing and Technology

New Collaboration with the Center for Inclusive Computing

Momentum is excited to announce a new collaboration with the Center of Inclusive Computing at Northeastern University to conduct research that builds off of prior work with BRAID. This research project, funded by the National Science Foundation, will generate new knowledge that informs efforts to increase the representation of women and Black, Latinx and Indigenous students in computing fields. For more information about CIC, click on the button below.

A photo of the Momentum team on Zoom. There are 18 members in this photo.


We are excited to announce the launch of Momentum: Accelerating Equity in Computing and Technology! Momentum builds on what we have already learned to forge a pragmatic and collaborative research agenda that fuels greater momentum for the participation of women and Black, Latinx, and Indigenous students in computing and technology. To read more from our press release or to learn more about the mission and history of Momentum, click on the buttons below.

A photo of the Momentum team on Zoom. There are 18 members in this photo.
Eleven members of the Momentum research team smile and pose on a staircase in front of a brick wall


Our work at Momentum is inspired by the reality that, despite growing demand for a technologically-trained workforce and increasing popularity of tech majors and careers, women and people of color remain marginalized in tech fields, with many equity gaps actually becoming larger with time.

Momentum aims to accelerate equity in computing and technology through the generation of new knowledge about what works (and what does not) in diversifying the tech workforce, with a special focus on educational pathways.

Simply put, it is critical to achieve greater momentum.


The Momentum Team recently presented new research findings at several conferences, including SIGCSE, RESPECT, and AERA.

For example, one of our studies examined first-year college students who took Advanced Placement Computer Science A (APCSA), Advanced Placement Computer Science Principles (APCSP), or both APCS courses while in high school. The figure on the right suggests that students who took only AP CS Principles were more diverse than APCSA students in terms of gender, race, income, and first-generation status.

Click on the button below to explore these and other recent findings.

Slide graphic of findings from AP CS A and AP CS Principles study. Differences in Demographic Characteristics for students who took AP CS A, AP CS Principles, or both
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