Examining Psychological and Social Factors That Impact the Experiences and Representation of Black Women in Computer Science (A Case Study)

Edward Dillon; Theodore Wimberly Jr.; Mariah McMichael; Lauren Brown; Abigail Dina; Krystal L. Williams

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: COED: Spotlight on Diverse Learners
Tagged Division: Computers in Education Division (COED)
Tagged Topic: Diversity
Page Count: 12
DOI: 10.18260/1-2--43495
Permanent URL: https://strategy.asee.org/43495
Download Count: 223

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Paper Authors

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Edward Dillon Morgan State University

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Dr. Dillon received his B.A. in Computer and Informational Science from the University of Mississippi in 2007. He would go on to obtain his Masters and Ph.D. in Computer Science from the University of Alabama in 2009 and 2012, respectively. Dr. Dillon is a newly tenured Associate Professor in the Department of Computer Science at Morgan State University. Prior to his arrival to Morgan State, Dr. Dillon served as a Computer Science Instructor at Jackson State University (2012-2013), and a Postdoctoral Researcher at Clemson University (2013-2014) and the University of Florida (2014-2016). His research focuses on human-centered computing, computer science education, social computing, and broadening participation in computing. Dr. Dillon has received >$750k in research funding and awards from external agencies and non-profit organizations, including the National Science Foundation (NSF), the Maryland Pre-Service Computer Science Teacher Education Program (MCCE), and the Collaborative Research Experience for Undergraduates (CREU - CRA-WP). Dr. Dillon currently serves as a Co-PI for the STARS Computing Corps, which recently has been renewed for funding by NSF. He has also conducted a Faculty in Residency at Google during the summer of 2018 to learn more about this company’s culture, practices, and to understand the expectations for candidates (e.g. aspiring CS majors) who pursue career opportunities at this company and related prominent companies in tech.

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Lauren Brown is a Morgan State University Research Assistant majoring in Computer Science.

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Abigail Dina

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Krystal L. Williams University of Georgia

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Abstract

As technology continues to evolve and spaces in the field of Computer Science (CS) are expanding, the promotion of equity, inclusion, and representation for all need to reflect this evolution and expansion. Even though efforts have been made to address such challenges for women and minorities in CS, more work needs to be done. This is especially the case for black women, who consume and interact with technology at higher rates than any other demographic. Yet, they account for less than 3% of the tech workforce. As Computer Scientists, black women face regular affronts to their character and capabilities because of their race and gender. While the combination of racial and gender discrimination have spanned over decades for black women in CS, the tech industry, and related spaces, efforts regarding their equity, inclusion, and overall representation in these areas need to be addressed more. In recent years, there has been a rise of college-to-company pipeline initiatives with the purpose of increasing the disproportionately under-representation of black women in tech. However, there has only been a slight increase in the representation of black women in tech from these initiatives, which still indicate an insufficient level of their representation in tech. The objective of this research is to examine critical factors that impact the representation of black women in CS. To look at such factors directly, this article discusses a case-study consisting of a series of focus groups conducted on 24 black women, who were either current CS majors or recent graduates/new professionals in CS. Both groups of women were from the same Historically Black University in the Mid-Atlantic United States. The questions asked during these focus groups covered topics such as: established identity in CS with themselves and others, personal experiences and challenges as a black woman in CS that are gender and/or race related, psycho-social characteristics experienced (e.g. imposter syndrome and confidence), and personal feedback/recommendations for promoting equity, inclusion, and representation of black women in CS. Key results revealed that the majority of these women exhibited an identity with CS. Yet, the majority of them also noted a lack of confidence and exhibiting imposter syndrome as part of their CS experiences. Overall, this research and case study contribute to the attention needed to address equity, inclusion, and representation challenges of black women in CS by highlighting issues faced when trying to develop and establish themselves in the field.

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Dillon, E., & Wimberly Jr., T., & McMichael, M., & Brown, L., & Dina, A., & Williams, K. L. (2023, June), Examining Psychological and Social Factors That Impact the Experiences and Representation of Black Women in Computer Science (A Case Study) Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43495

TY - CPAPER
AB - As technology continues to evolve and spaces in the field of Computer Science (CS) are expanding, the promotion of equity, inclusion, and representation for all need to reflect this evolution and expansion. Even though efforts have been made to address such challenges for women and minorities in CS, more work needs to be done. This is especially the case for black women, who consume and interact with technology at higher rates than any other demographic. Yet, they account for less than 3% of the tech workforce. As Computer Scientists, black women face regular affronts to their character and capabilities because of their race and gender. While the combination of racial and gender discrimination have spanned over decades for black women in CS, the tech industry, and related spaces, efforts regarding their equity, inclusion, and overall representation in these areas need to be addressed more. In recent years, there has been a rise of college-to-company pipeline initiatives with the purpose of increasing the disproportionately under-representation of black women in tech. However, there has only been a slight increase in the representation of black women in tech from these initiatives, which still indicate an insufficient level of their representation in tech.

The objective of this research is to examine critical factors that impact the representation of black women in CS. To look at such factors directly, this article discusses a case-study consisting of a series of focus groups conducted on 24 black women, who were either current CS majors or recent graduates/new professionals in CS. Both groups of women were from the same Historically Black University in the Mid-Atlantic United States. The questions asked during these focus groups covered topics such as: established identity in CS with themselves and others, personal experiences and challenges as a black woman in CS that are gender and/or race related, psycho-social characteristics experienced (e.g. imposter syndrome and confidence), and personal feedback/recommendations for promoting equity, inclusion, and representation of black women in CS. Key results revealed that the majority of these women exhibited an identity with CS. Yet, the majority of them also noted a lack of confidence and exhibiting imposter syndrome as part of their CS experiences. Overall, this research and case study contribute to the attention needed to address equity, inclusion, and representation challenges of black women in CS by highlighting issues faced when trying to develop and establish themselves in the field.

AU - Edward Dillon
AU - Theodore Wimberly Jr.
AU - Mariah McMichael
AU - Lauren Brown
AU - Abigail Dina
AU - Krystal L. Williams
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Examining Psychological and Social Factors That Impact the Experiences and Representation of Black Women in Computer Science (A Case Study)
UR - https://strategy.asee.org/43495
DO - 10.18260/1-2--43495
ER -