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This Research Full Paper presents a qualitative interview and descriptive study on computing resilient identity development of African Americans who have earned a Ph.D. in a computing field. Low sense of belonging and self-efficacy contributes to low participation and performance of African Americans have lower participation and performance in computing as compared to their White and Asian counterparts. Computing identity including sense of belonging and self-efficacy contributes to this deficit. To increase African American successful representation in computing, resilience is explored to identify the support systems, challenges, and coping processes of African Americans who have earned a Ph.D. in computing. Indepth, semi-structured interviews of African American post-docs, faculty, and industry researchers in computing fields were implemented. Interviews were audio recorded and transcribed. Transcriptions were analyzed with a hybrid inductive-deductive qualitative content analysis. Surveys were employed to document participants’ work resilience and personality to supplement the qualitative data. Results include the resilient identity development of participants by reciting background information, challenges and support systems in their respective employment, and how they react to such stressors and supports, and the productive they are while persevering. Findings from this work can be used to improve academia and industry conditions for African American professionals and to identify resources that were suggested to be pivotal in participants’ resilient identity development within the computing field. This paper is in conjunction with other papers in an extended case study on resilient identity development in African American computer scientists. 

The STEM workforce is vastly growing, however, underrepresented groups only account for under 12% of those in science and engineering occupations and for many in these jobs and industries, a 4 year degree is the most reasonable path. It is through this research that we seek to focus and address the challenges that inhibit minority populations in K-12 levels from the motivation and preparation that will align them with future computer science/IT college and career pathway (CSTEM) career fields. Prior research has shown that beliefs around self identity in STEM fields can positively impact behavior and achievement of students in computing disciplines, while increasing African American students belonging can decrease the student achievement gap. The initiatives presented in this paper seek to leverage the inherent value of minority student presence on the campus of a Historically Black institution as a means to normalize student perception of college access and future C-STEM identity 

To increase the number of minorities that enter highly demanding computing field, a conversational agent is being developed to serve as a supplemental virtual mentor for minority students pursuing the professoriate. As minority engineering and computing professoriate interest is limited in the literature, it is important to identify the level of interest and concerns minority students have in pursuing the professoriate. A survey was administered to undergraduate students at an HBCU enrolled in one of three computer science courses. The results identify likelihood of pursuing the professoriate, persuasive and discouragement themes for pursuing the professoriate, as well as frequently asked questions over several variables of the minority STEM professoriate experience. Questions and data on question type, grammar, syntax and word choice will be used to improve the knowledgebase of the virtual mentor. 

Poor computing identity contributes to a deficit in performance of Black American computing students compared to their other ethnic counterparts. As the demand for computing careers continues to increase, it is imperative to discover novel ways to improve the deficit of minority college and career performance in computing. Black American social media influencers that produce video log (vlog) commentary content were investigated on the YouTube platform to determine the influence they have on improving computing identity of minority students through computing and academic advisement. This exploratory study consists of two studies: (1) a synthesis of vlog commentary college and career advisement videos, coding for the quality of advisement, usability, and user experience, and (2) an advisor effectiveness and user experience survey using a selected minority social media influencer who provides computing college and career advisement. Findings suggest YouTube influencers were effective (over a series of measures), particularly for beginners in the computing field. As minorities heavily participate in and enjoy the use of YouTube and social media, computing advisement influencers on social media allow for supplemental advisement at a wide scale. Future studies intend to further experiment minority computing advisement through social media over a long term and at varying levels of interaction. Findings help validate existing academic advisement influencers and prompts new approaches for organizations and industries to engage with prospective Black American students and members for preparation and training purposes.