Faith-based organizations provide a variety of supplemental programs to address social, economic, and political issues that negatively impact marginalized communities. In this experience report, we engage Black women employed at a faith-based organization, as experts and collaborators, in creating an equitable learning environment to accommodate the computing education needs of Black students who live in an under-resourced rural community. Leveraging Black feminist thought, we afford these Black women, who are new to computing education, an opportunity to develop their block style programming skills using Scratch. Combining our areas of expertise, we develop learning materials that affirm the racial identity of Black elementary students, contributing to the development of the faith-based organization's informal computing education program. © 2023 IEEE.

With increased focus on historically excluded populations, there have been recent calls for HCI research methods to more adequately acknowledge and address the historical context of racism, sexism, gendered racism, epistemic violence, classism, and so on. In this article, we utilize Black feminist epistemologies to serve as critical frameworks for understanding the historical context that reveals the interconnected systems of power that mutually influence one another to create unequal outcomes or social inequalities for different populations. Leveraging Black feminist thought (BFT) and intersectionality as critical social theories of design praxis, we introduce intersectional analysis of power—a method that enables HCI researchers, designers, and practitioners to identify and situate saturated sites of violence in a historical context and to transform the ways in which they engage with populations that have been historically oppressed. Engaging in self-reflection as researchers, we apply an intersectional analysis of power to co-design technologies with community street outreach workers who address violence in their predominantly Black communities. We: (1) identify the saturated site of violence; (2) identify the intersecting systems of power and who holds power (past and present); (3) describe the “conceptual glue” that binds these intersecting systems together and the assumption(s) that those who hold power are employing to guide their interactions; (4) examine the ways in which Black people are subjugated, surveilled, and/or expected to assimilate to “normative” ways of being and behaving; and (5) identify acts of resistance. This article contributes an alternative to traditional HCI and design methods that falsely perpetuate a lens of neutrality and colorblindness that centers on whiteness, innovation, and capitalism and ignores the history of State-sanctioned violence and structural oppression.

Despite numerous CS education pedagogical interventions, the pipeline of Black women in Computing has not increased, which illustrates the need to address structural issues (such as racism, sexism, power, and privilege) that impact Black women's intersectional identities. Without honest conversations about power relations within the field of Computing, one cannot expect to engender social change that equates to equity for all CS students. Leveraging intersectionality as a critical framework, we interview 18 Black women about their experiences navigating the computing education ecosystem. Intersectional analysis of Black women's experiences reveals that CS education consists of saturated sites of violence in which interconnected systems of power converge to enact oppression. Findings reveal three saturated sites of violence within CS education: 1. traditional K-12 classrooms; 2. predominantly White institutions; and 3. internships as supplementary learning experiences. © 2021 Owner/Author.

Despite the increasing number of women receiving bachelor's degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have barely moved in increasing the representation or the retention of Black women in computing. Instead, the primary goals have been to recruit and retain women in the CS pipeline using gender-focused efforts intended to increase the number of women who also identify as members of racialized groups. However, these gender-focused efforts have fallen short of increasing the number of Black women in computing because they fail to acknowledge or appreciate how intersectionality (the overlapping social constructs of gender, race, ethnicity, class, etc.) has shaped the lived experiences of Black women navigating the computing pipeline. Without honest dialogue about how power operates in the field of computing, the push for racial equality and social justice in CS education remains an elusive goal. Leveraging intersectionality as a critical framework to address systemic oppression (i.e., racism, gender discrimination, power, and privilege), we interview 24 Black women in different phases of the computing pipeline about their experiences navigating the field of computing. An intersectional analysis of Black women's experiences reveals that CS education consists of saturated sites of violence in which interconnected systems of power converge to enact oppression. Findings reveal three primary saturated sites of violence within CS education: (1) traditional K-12 classrooms; (2) predominantly White institutions; and (3) internships as supplementary learning experiences. We conclude the article with implications for how the field of CS education can begin to address racial inequality that negatively impacts Black girls and women, thus contributing to a more equitable and socially just field of study that benefits all students.

Efforts to broaden participation in computing have led to gender-focused interventions intended to increase the number of women in the field of computing. However, such efforts have failed to significantly increase the percentage of Black women in computing. For example, only 1% of the 28,884 bachelor's degrees in computing were awarded to Black women in 2018. Moreover, too few empirical studies have intentionally explored the lived experiences of Black women, an often overlooked and understudied population in the computing ecosystem. In this paper, we introduce intersectionality - the complex overlap of socially constructed identities such as race, gender, class, sexuality, etc. - as a theoretical framework and springboard for exploring the lived experiences of Black women in computing. We interview 14 Black women in various stages of the computing ecosystem (undergraduate students, graduate students and early career professionals) to understand how intersectionality influences their ability to persist in computing. Preliminary findings from the analysis of the 14 interviews provides insights into how the interlocking systems of oppression (i.e., gendered racism) play out in computing education and negatively impact the recruitment and retention of Black women in the field of computing.