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Black women remain severely underrepresented in computing despite ongoing efforts to diversify the field. Given that Black women exist at the intersection of both racial and gendered identities, tailored approaches are necessary to address the unique barriers Black women face in computing. However, it is difficult to quantitatively evaluate the efficacy of interventions designed to retain Black women in computing, since samples of computing students typically contain too few Black women for robust statistical analysis. Using about a decade of student survey responses from an National Science Foundation–funded Broadening Participation in Computing alliance, we use regression analyses to quantitatively examine the connection between different types of interventions and Black women’s intentions to persist in computing and how this compares to other students (specifically, Black men, white women, and white men). This comparison allows us to quantitatively explore how Black women’s needs are both distinct from—and similar to—other students. We find that career awareness and faculty mentorship are the two interventions that have a statistically significant, positive correlation with Black women’s computing persistence intentions. No evidence was found that increasing confidence or developing skills/knowledge was correlated with Black women’s computing persistence intentions, which we posit is because Black women must be highly committed and confident to pursue computing in college. Last, our results suggest that many efforts to increase the number of women in computing are focused on meeting the needs of white women. While further analyses are needed to fully understand the impact of complex intersectional identities in computing, this large-scale quantitative analysis contributes to our understanding of the nuances of Black women’s needs in computing.
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Initial Construction and Validation of the Identity Shifting for Black Women Scale
In this study, we aimed to develop and validate the Identity Shifting for Black Women Scale (ISBWS), which assesses the process of altering one’s speech, perceptions, behaviors, and appearance to navigate experiences of discrimination and to enhance intraracial relationships. In Study 1, data from 356 Black women in the United States were used for exploratory factor analysis. Exploratory factor analysis results supported a 15-item, two-factor solution that captured the following domains: (a) Navigating Gendered Racial Oppressive Contexts and (b) Enhancing Intraracial Relationships. In Study 2, confirmatory factor analyses were performed with data from 289 United States Black women. Confirmatory factor analyses tested a unidimensional correlated traits model, a two-factor correlated traits model, and a bifactor model. The bifactor model provided optimal fit, and internal consistency estimates for scores on the ISBWS subscales were good. The ISBWS’ construct validity was supported given its association with related measures of shifting and gendered racial microaggressions. The ISBWS also accounted for additional variance in Black women’s anxiety symptoms over and above an existing shifting measure. Our findings support the added value of the ISBWS in understanding Black women’s multifaceted experiences and can be used to inform interventions aimed to maximize the benefits and reduce the costs of shifting among Black women.
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- Award ID(s):
- 1832141
- PAR ID:
- 10369273
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Psychology of Women Quarterly
- Volume:
- 46
- Issue:
- 3
- ISSN:
- 0361-6843
- Format(s):
- Medium: X Size: p. 337-353
- Size(s):
- p. 337-353
- Sponsoring Org:
- National Science Foundation
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