The digital divide poses an immediate concern to CSU faculty and administration, particularly given the data from the American Community Survey (2021) showing that Black, Latinx, and low-income households are the least likely to have access to high-speed internet and relevant computing technology. The lack of access to various forms of technology in pre-college experiences can have a negative impact on the career development and pursuits of our students. In this presentation, we will apply the central constructs of social cognitive career theory (Lent et al., 1994) to explain how digital inequities can undermine students’ self-efficacy related to majors and careers that require substantial digital literacy and competence. Despite digital inequities rooted in the pre-collegial experiences of students, university faculty play a pivotal role in fostering students' interest in technology transformed careers and facilitating the development of their digital literacy and competency. This presentation proposes actionable strategies for faculty to help students overcome digital inequities, including implementing equitable pedagogies, high impact practices, and modeling best behaviors and practices within our teaching and mentorship. Particular attention will be paid to how digital inequities can intersect with marginalized characteristics thus leading to group based inequities and requiring greater support for our students.