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This paper offers a synthesis on computing identity and the experiences of women and minoritized populations in computing and computer science in higher education. Examining computing identity and its role in the computing experiences of minoritized undergraduates can help us better understand ways to engage and support women and minoritized individuals in the computing field thus increasing participation and persistence of these groups in computing. In this article, we present a review of research literature on computing identity within the experiences of women and minoritized undergraduate students in computing. The research questions guiding this work are: (1) What research literature exists about computing identity?, (2) According to existing literature, what are the experiences of women and racially minoritized undergraduates in computing (e.g., persons who identify as Black, Hispanic/Latinx, Indigenous people)?, and (3) What theoretical frameworks are used to guide existing computing identity literature? Emergent themes include the need to focus on exposure to computing, persistence, career expectations, and engagement. While there is no consensus on a computer identity framework, there is research guided by social cognitive career theory, social identity theory, and practice theory. We conclude that computing identity, including its multiple conceptualizations, offers multiple opportunities for informing and broadening participation of minoritized populations in computing. Future research should include further conceptual exploration of computing identity. 

In this work in progress paper, we discuss the utility of electronic mentoring also called e-mentoring. E-mentoring is mentoring that occurs via electronic mediums such as email, phone, Skype etc. as a means of engagement and development. E-mentoring is not a new phenomena. For years, mentors and mentees have used electronic means to connect with each other while bridging geographical, social, racial, gender and cultural gaps. A more recent advance is the use of chatbots as emotional or intelligent agent mentors, specifically embodied conversational agents (ECAs). ECAs are computer-generated representations that have human-like appearances and mannerisms, and are designed to have a human-like relationship with the user. The challenge and goal that accompanies using ECAs is how to deliver mentoring that promotes skill building, academic and career development, and psychosocial support. In this literature review, we provide a brief overview of e-mentoring and its relationship to African American students’ experiences. In particular, we discuss the characteristics, uses, benefits, and disadvantages of e-mentoring and the use of ECAs. We also provide an overview of the challenges and opportunities of e-mentoring uses for minoritized populations such as African American undergraduate students. In addition, we propose that e-mentoring and ECAs should implement culturally sustaining practices, especially when engaging with minoritized populations. In this paper, we explore the feasibility for using e-mentoring as a more contemporary technique for assisting African American students.