Examining the Role of Computing Identity in the Computing Experiences of Women and Racially Minoritized Undergraduates: A Literature Review

This paper offers a synthesis on computing identity and the experiences of women and minoritized populations in computing and computer science in higher education. Examining computing identity and its role in the computing experiences of minoritized undergraduates can help us better understand ways to engage and support women and minoritized individuals in the computing field thus increasing participation and persistence of these groups in computing. In this article, we present a review of research literature on computing identity within the experiences of women and minoritized undergraduate students in computing. The research questions guiding this work are: (1) What research literature exists about computing identity?, (2) According to existing literature, what are the experiences of women and racially minoritized undergraduates in computing (e.g., persons who identify as Black, Hispanic/Latinx, Indigenous people)?, and (3) What theoretical frameworks are used to guide existing computing identity literature? Emergent themes include the need to focus on exposure to computing, persistence, career expectations, and engagement. While there is no consensus on a computer identity framework, there is research guided by social cognitive career theory, social identity theory, and practice theory. We conclude that computing identity, including its multiple conceptualizations, offers multiple opportunities for informing and broadening participation of minoritized populations in computing. Future research should include further conceptual exploration of computing identity.