Students in geographically rural areas of the United States have less access to computer science education and are underrepresented in computer science majors and careers. At the same time, many rural occupations such as agriculture are becoming reliant on technology, and there is a need for skilled computer scientists with a rural background and skillset to develop effective tools and software that can be used in those occupations.
In addition, the values of grit, determination, self-sufficiency, and perseverance often studied in rural populations are also attributed to successful computer scientists. Given the need for rural students to participate in computer science careers, and the overlap in rural values and the qualities of good computer scientists, why do rural students not see themselves as future computer scientists, and why are they not interested in computer science majors and careers?
In this paper, we examine the geographical definition of "rural" as used by many researchers (based on the definition from the National Center for Education Statistics NCES) that is often applied homogenously across a school district or even entire county. We explore and validate a survey instrument used to measure "rural identity" of students at the individual level. In doing so, we discover a more broad and nuanced definition of "rural" that varies widely within individual schools.
By analyzing this rich dataset, we build the case that defining individual students as "rural" based on geographical location is insufficient to account for variances in their interest in computer science careers and their own self-identity as someone who could be a computer scientist. We use this information to inform future research and propose new avenues for engaging "rural" students in computer science.
The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025