An Examination of Black Undergraduate Women's Intersectional Experiences and Academic Motivation in Computing Education

Objectives: We aim to understand, from a motivational perspective, how Black undergraduate women in computing make sense of their intersectional computing experiences. We examine their motivation to major in computing, their experiences as Black women in computing, and how these vary across institutional contexts. Participants: A sample of 77 Black undergraduate women in computing programs (computer science, computer engineering, information systems, information technology, and software engineering) from diverse college settings was recruited to participate in the study. Study Method: Participants responded to an online survey that included several Likert-scale measures for identity, motivation and retention variables, demographic questions, and two open-ended questions: "Why did you choose to study computing?" and "What is it like for you to be a Black female student in computing?" Findings: Key themes that emerged from our quantitative and qualitative analyses revealed the range of motivational factors driving Black undergraduate women to study computing and the nuances across their intersectional experiences in the computing education context. Additionally, Black undergraduate women located in HBCU computing education contexts demonstrated both similar and unique perspectives and experiences compared to their counterparts in non-HBCU settings. Conclusions: In addition to the isolation, pressure, power dynamics and epistemic violence experienced by Black women in the intersectional computing education context, the findings of this study display the unique cultural-social-psychological strengths of Black women in their positive valence and resilience, as well as their joy, empowerment, and achievement in computing. Increasing and complicating our knowledge of the motivations and intersectional experiences of Black women in undergraduate computing education, as well as understanding when and how their beliefs and perspectives vary across institutional context, will better inform efforts to retain them and promote their success both in college and into their careers.