U.S. Latinas in Computing: A Literature Review

Abstract

Although Latinas are increasing in participation in K–12 computer science education in the United States, they remain significantly underrepresented in postsecondary computing degree attainment and the professional computing workforce. To better understand this disparity, this literature review synthesized 38 empirical and theoretical studies on Latinas across the computing pipeline in the United States. Drawing on the theoretical foundation of intersectionality and the double bind, this literature review employed an iterative qualitative synthesis approach to identify four major themes: interventions leading to computing, barriers and support within the field, resilience and agency for persistence, and evolving identity and belonging. The findings highlight the need for more research on K–12 experiences, belonging, and institutionally embedded support structures to create more equitable computing pathways for Latinas. This review contributes a Latina-centered synthesis of the literature and offers implications for researchers, educators, and institutional leaders committed to advancing equity in computing.