In computing research, the challenge isn’t just who starts — it’s who stays. Early experiences and community support shape long-term participation and success.
Tracy Camp
Executive Director and CEO, Computing Research Association (CRA)
The computing research workforce drives advances in cutting-edge fields like artificial intelligence, cybersecurity, and quantum computing. Who comprises that workforce — and who does not — shapes the future of technology. And who ultimately gets to do this work is determined early in students’ pathways by access to research experiences, mentoring, and community support.
Efforts to widen participation in tech careers often focus on access: who takes the first course, who declares a major, who gets started. But the path to a career in computing research is longer — and the challenge is not only entry but persistence.
These careers require sustained training over many years, often including graduate education and hands-on research. As a result, retention — not just access — is a determining factor in who makes up the computing research workforce.
Mentorship builds representation
Across the computing community, there is growing recognition that what happens after students first engage with computing plays a key role in whether they stay. Many students who show early interest never transition into research pathways or graduate study, and others encounter barriers that make it difficult to continue. These challenges are particularly pronounced for women and others who remain underrepresented in computing.
Evaluation data across computing research programs points to a consistent pattern: Early, mentored research experiences are a key inflection point. Computing Research Association (CRA)-led programs such as Distributed Research Experiences for Undergraduates (DREU) and cohort-based research training initiatives like UR2PhD show that students who participate in mentored research are more likely to continue to graduate study and pursue research careers in computing.
“The UR2PhD program helped me realize that I truly want to obtain my Ph.D. and participate in research,” said UC Merced undergraduate Erika Maquiling. “It has been an essential part of my college career, exposing me to professional opportunities and networking.”
Connecting students with community
These experiences help students move from learning about computing to actively participating in it. They develop technical skills and begin to see themselves as part of a broader community.
That feeling of community becomes even more important at the graduate level. For many students — particularly women in computing — the transition into Ph.D. programs can be isolating. Programs like CRA’s Grad Cohort Workshop, which connect graduate students across institutions, show that students are more likely to persist, develop stronger professional networks, and navigate their programs with greater confidence when given the opportunity to build peer networks and access mentorship beyond their home departments.
“As a woman in STEM, it can be hard to find mentors I can relate to,” said Gabriela Sánchez, a Ph.D. student at Georgia Tech. “But at Grad Cohort, I found mentors who understand not only the technical challenges, but also my personal experiences.”
Early investment nets future growth
This reflects something the computing research community has long understood: Progress happens not just through individual achievement but through collective support. Many participants go on to mentor others, reinforcing a cycle of support that strengthens the field over time.
There is no single entry point into computing research and no single pathway to success. But if we want more people to continue their training — and thrive — we must invest in students’ early experiences and communities that support them.
As computing continues to shape every sector of society, the question is not only how we bring more people into the field — but how we ensure they stay, grow, and lead. The future of technology depends on getting both right.
