Abstract
Girls from socially vulnerable contexts often face educational and symbolic barriers that restrict their access to Computing. This study examines how Hackathon 360 constitutes a situated formative Computing experience for these girls, extending the investigation conducted in its First Edition by broadening both the empirical basis and analytical scope. The research adopted a comparative mixed-methods design involving distinct cohorts from the 2024 and 2025 editions, both organized as multi-day formative processes, with a short-term longitudinal analysis conducted in the Second Edition. To address the research objective, the analysis articulated evidence from questionnaires, CTScale data collected before each Hackathon, the intersectional characterization of participants, the pedagogical redesign, and HCI artifacts. The findings indicate that the experiential categories identified in the First Edition also recurred in the Second Edition, characterizing the Hackathon as meaningful, collaborative, and socially relevant. The intersectional analysis situated this experience within racial and socioeconomic inequalities, restricted access to computing devices, and limited prior technical experience. Participant feedback informed pedagogical adaptations that expanded hands-on programming opportunities, while the CTScale characterized the Computational Thinking dispositions. The HCI artifacts showed how identities, experiences, and educational and psychosocial barriers were translated into personas, scenarios, interaction flows, and prototypes. Taken together, these findings characterize Hackathon 360 as a collaborative and situated formative Computing experience grounded in access, participation, pedagogical responsiveness, representation, and technical authorship.