This dissertation study is about understanding the beliefs of undergraduate computer science (CS) faculty to adapt culturally responsive computing (CRC) pedagogical approach in teaching computer science courses. Using the lenses of critical pedagogy, culturally responsive teaching, and culturally responsive computing, this study explored whether computer science faculty find a CRC approach relevant in teaching their CS courses and how can the university support the persistence and retention of historically disenfranchised students in undergraduate CS degrees. To achieve this, I interviewed eight computer science faculty at predominantly white teaching and research institutions. Using Braun and Clark's (2006) thematic analysis method, I found four overarching themes corresponding to the first research question -- "pedagogical approaches to CRC, student voice and empathy, barriers and support for CRC, and going beyond professional development for faculty." For the second research question, I found two overarching themes -- "pedagogical approaches to support historically disenfranchised students and humanizing students and recognizing their existence." The faculty's responses allowed me to see culturally responsive computing as a powerful pedagogical tool that can be used to create racially and socially equitable learning contexts in undergraduate CS education. My discoveries suggested the need to develop a culturally sustainable professional development for CS faculty that goes beyond diversity, equity, and inclusion training and has the potential to educate faculty on the nuances of leveraging community partnerships in a CRC pedagogy. This study suggests that community partnerships empower historically disenfranchised youth in computer science to see the application of their computing skills towards political and social change and white students to acknowledge and understand the struggles of their peers. I call for further action towards systemic changes at the institutional level in regard to the tenure track system for CS faculty that can provide additional support to faculty to be driven to adapt a CRC pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]