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Increasingly companies assess a computing candidate's capabilities using technical interviews (TIs). Yet students struggle to code on demand, and there is already an insufficient amount of computing graduates to meet industry needs. Therefore, it is important to understand students' perceptions of TIs, and other professional experiences (e.g., computing jobs). We surveyed 740 undergraduate computing students at three universities to examine their experiences with the hiring process, as well as the impact of professional and cultural experiences (e.g., familial support) on computing identity. We considered the interactions between these experiences and social identity for groups underrepresented in computing - women, Black/African American, and Hispanic/Latinx students. Among other findings, we observed that students that did not have positive experiences with TIs had a reduced computing identity, but that facing discrimination during technical interviews had the opposite effect. Social support may play a role. Having friends in computing bolsters computing identity for Hispanic/Latinx students, as does a supportive home environment for women. Also, freelance computing jobs increase computing identity for Black/African American students. Our findings are intended to raise awareness of the best way for educators to help diverse groups of students to succeed, and to inform them of the experiences that may influence students' engagement, resilience, and computing identity development.