While a lucrative and growing field, low levels of gender and racial diversity in CS remain prevalent. Education and workforce support programs with the intention to promote underrepresented students' persistence in CS exist, which teach skills, inform of career options, and grow students' network in CS. Studies demonstrate these programs' effectiveness as it relates to changes in affective outcomes, such as participants' confidence in CS skills and attitudes towards CS jobs. However, programs' longitudinal impact on participants' build-up of social capital in CS, and the resulting social capital's influence on their persistence in CS, remain unexplored. Motivated by the literature that associates demographic identifiers with access to social capital, and students' access to developmental relationships and career resources (social capital) in CS with their persistence, this study explores a CS support program's impact on persistence through capital building. We focus on Google's CSSI, which provided graduating high school students with a 3-week-long introduction to CS. We use interviews with participants who are now 2-5 years out of the program to study CSSI's impact on their social capital and long-term CS persistence. Thematic analysis reveals three program elements that influenced students' build-up of social capital, and that the resulting persistence was realized through students' progress towards internships and goals for paying-it-forward in CS. These findings inform our recommendations that future support programs and educational settings consider mentorship centered on socioemotional support, opportunities for collaboration, and time for fun social activities. Additional suggestions center on engaging socially-oriented individuals with CS support programs. These insights inform CS educators on design choices that can encourage the persistence of underrepresented students in CS.

翻译：尽管计算机科学是一个利润丰厚且不断发展的领域，但该领域在性别和种族多样性方面的低水平问题依然普遍存在。目前存在一些旨在促进弱势群体学生坚持学习计算机科学的教育和职业支持项目，这些项目教授技能、介绍职业选择并拓展学生在计算机科学领域的人脉网络。研究表明，这些项目在影响情感结果方面是有效的，例如提升参与者对计算机科学技能的信心以及对计算机科学职业的态度。然而，这些项目对参与者在计算机科学领域社会资本积累的长期影响，以及由此产生的社会资本对其坚持学习计算机科学的影响，仍未得到充分探索。受现有文献启发——这些文献将人口统计特征与社会资本的获取相关联，并将学生在计算机科学领域获取发展性人际关系和职业资源（即社会资本）与其持久性相联系——本研究通过资本构建的视角，探讨了一个计算机科学支持项目对持久性的影响。我们聚焦于谷歌计算机科学暑期学院，该项目为即将毕业的高中生提供为期三周的计算机科学入门课程。我们通过对已完成项目2至5年的参与者进行访谈，研究CSSI对其社会资本和长期计算机科学持久性的影响。主题分析揭示了影响学生社会资本积累的三个项目要素，并且这种持久性是通过学生在实习机会上的进展以及在计算机科学领域“回馈社会”的目标来实现的。这些发现为我们提出建议提供了依据：未来的支持项目和教育环境应考虑以社会情感支持为中心的导师指导、合作机会以及有趣的社交活动时间。其他建议侧重于吸引具有社会导向的个人参与计算机科学支持项目。这些见解为计算机科学教育者提供了设计选择上的参考，以鼓励弱势群体学生在计算机科学领域的持久性。