Using the S-STEM Programmatic Lens to Investigate Equity in a Computer Science Department

In this paper, we describe how the programmatic lens of S-STEM, centered on transfer students and newly enrolled students with financial need and proven achievement, provided a context to study course taking and retention patterns in a mid-size computer science department at a regional state university before and since the beginning of the S-STEM grant, which is currently in its 5
^th
year. Our research utilizes QuantCrit theory, taking a critical stance towards data analysis and the interpretation of achievement and course taking data from a perspective that acknowledges how power and oppression shape opportunity and outcomes for students. We detail how the findings are interpreted in relation to S-STEM program impacts, first by the research team, and then in collaboration with the faculty stakeholders. We also consider how the findings can be used for departmental action to further the aims of S-STEM beyond the years of the grant.