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Underrepresentation of Black and Hispanic women in computer science is a long-standing problem that looks bleak at every level - undergraduate and graduate. This is prompting scholars to explore reasons for these low participation rates. One framework used to understand participation and persistence in STEM fields is identity. Prior work in computer science education suggest that identity is a strong indicator of persistence in these fields. However, it is hard to understand students’ perception of identity without also under- standing ontological beliefs with regards to a computer scientist. In this study, we explore the nature of a computer scientist. Guided by social identity theory, we designed a study that asked students to describe their definition or ontological belief of what constitutes a computer scientist in contrast to their ability to ascribe a com- puter science identity to self. Leveraging qualitative methods, we interviewed n= 24 women in computer science (Black and Hispanic, undergraduate and graduate students), in order to explore the role their ontological beliefs had on their computer science identity salience. The research questions guiding this work are: (1) How do Black and Hispanic women describe or define computer scientists? (2) What impact does this definition have on Black and Hispanic women’s ability to claim a computing identity? Results suggest that the wide variation in definitions has a negative impact on computer science identity salience. The findings from this work suggest that computing should consider the impacts of the current messaging of what constitutes a computer scientist. 

Currently, the computer science community is experiencing a rise in interest in computer science education research (CSER). However, current structures and belief systems within the discipline have largely relegated computer science education researchers to the margins. Computer science education researchers are mainly 'lone-wolf' scholars in their departments that participate in CSER in addition to their more widely 'accepted' computer science research. As such, there has been a resistance to offer doctoral programs in CSER. Florida International University has not only invested inCSER by hiring a CSER tenure-track faculty member, they have also established a School of Computer Science Education and Engineering Education. Despite this investment, one obstacle remains the low visibility and understanding of computer science education research among undergraduate students. This makes establishing are search group of Ph.D. students challenging. In order to combat this obstacle, a four-year program was developed as a dedicated pipeline to the computer science education Ph.D. through a series of research experiences for undergraduates (REU). Summer 2020 consisted of the first cohort of this four year commitment. Given that 2020 was wrought with a series of unprecedented events, this REU was designed and executed virtually. This paper presents the plan, setting, execution, and subsequent evaluation of this virtual REU experience. Student-feedback was overwhelmingly positive; however, as with any endeavor there were many lessons learned.