Further:

> They often have less shared cultural knowledge with their instructors, meaning they often encounter lectures, problem sets, and exam questions that use cultural references they may not know, unfairly resulting in lower grades.

Is this unfair? A culture exists - we cannot "de-culturalize" every single thing in our society in the hopes that it somehow overcomes this problem. I also find this to be a flimsy excuse, particularly when it comes to CS, because most of the questions are very abstract and separated from culture or normal human affairs. When they are phrased in cultural terms, more than anything it is an attempt to use metaphor or parable to make an abstract topic more accessible to people, not the other way around.

> But it’s not just students and faculty, but the content of classes as well. Despite abundant research from Black scholars on computing and information, most of what they will read is written by White men who say nothing of racism; most of the technologies they learn were made by White men that believe technology is neutral.

Yes, this is generally what White people believe. There have never been any laws that prevented a Black person from buying a computer, from writing a program, from posting on the Internet - in fact, we wouldn't even know if you were white or black or any other flavour of person online unless you reveal it and make that into the subject of discussion.

> Ignoring this is a kind of educational gaslighting, as if we’re saying the racism they’re experiencing doesn’t actually exist.

This sentence itself is gaslighting: she's establishing without evidence that all of the White (and Asian, and Jewish, and so forth) contributors to computer science are racist - through the omission of a racial narrative from their textbooks! Once again, with this sort of view, it is shown that it is simply impossible for a White person to be compliant; you can't be not a racist; even if you've done your absolute best to never comment on the subject whatsoever you're still 'gaslighting' people of color somehow, in a way you cannot rectify. If you ask what you're doing wrong, you've just committed the Kafakaesque sin of not knowing what you've done wrong, like a person in a failed relationship arguing with their partner.

> The only way to explain these discrepancies in students’ in and out of class experiences is that the program is designed for the White and Asian students majority—by me, and my faculty.

No, that's not the only way. Again, asserted with no evidence; meanwhile it's easy for anyone to see the anti-intellectual bent that is predominant amongst the lower classes (you're "acting white" if you spend your time on the computer, and so forth). This, coupled with the aforementioned psychometric situation, makes it easy to predict the "in and out of class experience" of someone who is barely staying above the water line in their program, who may know they're only in their class because of an affirmative action or other quota mechanism, and worse, who know that their peers know this, and will never afford them respect because of their knowledge that you wouldn't be there if it wasn't for such a program. Makes it even more difficult for the Black person who actually does get into the program 100% on their own merits without any requirement for the admissions program to bump them up for diversity's sake, too.