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We aim to understand, from a motivational perspective, how Black undergraduate women in computing make sense of their intersectional computing experiences. We examine their motivation to major in computing, their experiences as Black women in computing, and how these vary across institutional contexts. A sample of 77 Black undergraduate women in computing programs (computer science, computer engineering, information systems, information technology, and software engineering) from diverse college settings was recruited to participate in the study. Participants responded to an online survey that included several Likert-scale measures for identity, motivation and retention variables, demographic questions, and two open-ended questions:andWhat is it like for you to be a Black female student in computing? Findings.Key themes that emerged from our quantitative and qualitative analyses revealed the range of motivational factors driving Black undergraduate women to study computing and the nuances across their intersectional experiences in the computing education context. Additionally, Black undergraduate women located in HBCU computing education contexts demonstrated both similar and unique perspectives and experiences compared to their counterparts in non-HBCU settings. Conclusions.In addition to the isolation, pressure, power dynamics and epistemic violence experienced by Black women in the intersectional computing education context, the findings of this study display the unique cultural-social-psychological strengths of Black women in their positive valence and resilience, as well as their joy, empowerment, and achievement in computing. Increasing and complicating our knowledge of the motivations and intersectional experiences of Black women in undergraduate computing education, as well as understanding when and how their beliefs and perspectives vary across institutional context, will better inform efforts to retain them and promote their success both in college and into their careers. 

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.