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Educ."],"published-print":{"date-parts":[[2019,9,30]]},"abstract":"<jats:p>The current efforts to expand computer science (CS) education in K-12 schools, such as the \u201cCS for All\u201d initiative, highlight the need for all students to get an opportunity to study computing. However, as recent research has shown, diversity in computing at the K-12 level remains problematic, and additional research is needed to look at how computer science learning environments can impact minority student interest and retention in CS. In this article, we report results from an in-depth qualitative study of high school computer science teachers\u2019 perspective on barriers to increasing diversity in their classes. 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