Problem. As computer science (CS) education heads into K-12 classrooms, there is a need for a cadre of education researchers equipped to study its impacts. In one recent study, however, it was found that there is a litany of unmet needs that are serving as barriers for the CS education research community to grow in depth and breadth, including ensuring that the community is representative of the teachers and students that are studied. Research Position. Cultivating a diverse, equitable, inclusive, and accessible CSEd research community requires simultaneous bottom-up and top-down alignment on practice standards, professional development, and wellbeing for all constituents that is rooted in politicized trust and collective impact. Method. For this position paper, we engaged in an expository writing process using a confirmatory and elucidating research design. We used this approach to understand some of the quantitative and qualitative data reported from an earlier study within the context of other findings. Findings. Our results indicate that there is a significant number of barriers for growing the CS education research community to meet the current and upcoming needs. These results were validated based on results from research in other education, psychology, and organizational change fields where equity is a focus on change. Implications. These findings highlight the need for more intentional changes to be made, both top-down and bottom-up, to support and grow the community in a way that equitably supports the diverse needs of students as well as the diverse set of researchers who study interventions.