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1. The Intersectional Experiences of Black Women in Computing

   https://doi.org/10.1145/3328778.3366873  

   Rankin, Yolanda A.; Thomas, Jakita O. (February 2020, Proceedings for the 51st Technical Symposium on Computer Science Education)

   Zhang & Sherriff (Ed.)

   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\textquotesingle 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. 

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2. Black Women Getting a Seat at the Table in the Video Game Industry

   https://doi.org/10.18848/2328-6261/CGP/v24i02/65-83  

   Miles, Tianna; Herman, Bernease; Aragon, Cecilia; Evans, Sarah (July 2024, The International Journal of Organizational Diversity)

   Historically, the African American female population has been underrepresented within the STEM workforce, creating non-inclusive environments. The metaphor of getting a seat at the table reflects the idea of inclusivity where Black women’s opinions are valued, and they can make decisions and create change within the workplace. Intersectionality poses several unique challenges for Black women pursuing careers in the video games industry. We motivate further research on this group through existing literature and insights from running a research group on the group design of human-centered data science games in a collaborative university setting. We take an autoethnographic perspective on the topic, with the first and second authors grounding their findings in their own experiences as Black women in STEM and higher education and with video game development studios. We outline tangible actions toward the recruitment, development, and retention of Black women in the video games industry in the future. 

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3. Reaching Black Women Interested in Computing: The Importance of Organizational Ties

   https://doi.org/10.1145/3626252.3630914  

   Brown, Bailey; Zarch, Rebecca; Menier, Amanda; Goldwasser, Talia; Garvin, Megean; Lee, Celeste; Warner, Jayce; Pearson, Tamara (March 2024, Proceedings of the 55th ACM Technical Symposium on Computer Science Education)

   Although it is well known that Black women are underrepresented in computing, less is known about their pre-college experiences. We hypothesize that inequities at the K-12 level result in Black women's underrepresentation in computing, because Black women have accumulated less social capital and are less embedded in courses and organizations related to computing prior to college. This paper reports the initial findings from the first round of a survey designed to gather the pre-college computing experiences of Black women and their peers. Black women in our sample were less likely to report participating in formal computer science (CS) education in school, slightly more likely to report participation in outside-of-school computing programs, about equally as likely to pursue computing experiences independently, and more likely to have had no pre-college computing experiences at all. We found that Black women were less likely to report that they were told they would be a good computer scientist, especially by friends, teachers, and guidance counselors, thus reflecting weaker social connections and lower levels of social capital. These findings suggest that organizational embeddedness or social ties from pre-college computing experiences may indeed be a factor in Black women's underrepresentation in computing and that access to these experiences outside of the formal classroom may be particularly important. The survey is one part of a study that will feature a second round of data collection in another state, analysis of state-level longitudinal data, and interviews with Black women. 

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4. Toward Injury-Aware Game Design

   https://doi.org/10.1007/978-3-030-95531-1_8  

   Tinnirello, Marinel; Zhu, Ying; Kane, Steven (February 2022, International Conference on ArtsIT, Interactivity and Game Creation)

   As video games and esports continue to grow in popularity, gaming injuries are also on the rise. In recent years, medical professionals have placed greater emphasis on preventing and treating gaming injuries and proposed specific gaming health guidelines. However, the game industry and game research community have not done enough to address the hazards of gaming injuries or raise awareness about such hazards to players, parents, and game designers. In this paper, we propose a framework of injury-aware game design that addresses the two main causes of gaming injuries: prolonged gaming and repetitive microtrauma. We have identified a set of injury-aware game design techniques to help raise awareness of gaming-related hazards, promote healthy gaming behavior, and optimize gameplay to prevent injuries. We believe an effective way to deliver gaming-related health information to game players is through games themselves. To demonstrate this framework, we have developed an injury-aware game and conducted a user study with players and game designers. The results from the proof-of-concept game and user study show that both players and designers have a positive reception to the idea of implementing more inclusive measures into games, with nearly all participants of the user study being interested in the idea of hand exercise recommendations. 

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5. Black Women Speak: Examining Power, Privilege, and Identity in CS Education

   https://doi.org/10.1145/3451344  

   Rankin, Yolanda A.; Thomas, Jakita O.; Erete, Sheena (December 2021, ACM Transactions on Computing Education)

   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. 

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