Despite numerous efforts and substantial funding, the academic interest and performance of youth from historically marginalized classes (African American, Native American, Latino and Indigenous) along with racial minorities and women in science, technology, engineering and mathematics (STEM), statistically portrays a large variation in comparison to White and Asian counterparts. These discrepancies can be attributed to some extent to cultural factors which prevents the racial minorities from entering or persisting in the lucrative fields of science, technology, engineering and mathematics (STEM). Comprehending the potency of Culturally Responsive Teaching (CRT), some major technology enrichment programs reformed the Computer Responsive Pedagogy (CRP) principals to incorporate a Culturally Responsive Computing (CRC) environment for the subjugated class. Culturally responsive computing (CRC) needs to be re-conceptualized as an exploratory change agent in intersectionality, innovation and community advancement through techno-social engagement by regulating existing programmatic, theoretical and methodological doctrines.
