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Given the continuous underrepresentation of Black women in science, technology, engineering and mathematics (STEM) fields (Artis et al., 2018; Spencer et al., 2022), this study delves into the nuanced experiences of Black women doctoral candidates in computer science and engineering. Central to this exploration is the multifaceted mental health impact of “onlyness”—a term developed through this research to encapsulate the unique challenges these women face due to their significant underrepresentation. Employing grounded theory (Corbin & Strauss, 2015), interviews with 32 Black women doctoral students revealed not just the challenges of being the only ones in their respective programs but also how these experiences initiate a complex cycle of isolation, self-doubt, impostor syndrome, and substantial emotional and mental distress. This article aims to highlight the critical need for higher education administrators and faculty advisors to adopt intersectional and systemic approaches to support Black women in STEM (Collins & Bilge, 2020; Joshi et al., 2021). Furthermore, it offers insights into the resilience strategies and coping mechanisms these women employ to navigate their doctoral journeys, thereby contributing to discussions on enhancing their retention in STEM graduate programs. 

This qualitative study explored how 21 Black women enrolled in engineering and computing doctoral programs characterize and understand how they code-switch. We define code-switching as when Black women consciously or unconsciously modify the way they behave in engineering and computing environments to dissociate themselves from negative stereotypes held against their intersectional identities across gender and race. Utilizing Black feminist thought (BFT) as a theoretical framework, this study found that Black women experienced a host of detrimental challenges. Due to their environ- ments, participants modified how they dressed and spoke in a conscious attempt to avoid reinforcing negative stereotypes held against Black women (i.e., the angry Black woman, the incompetent Black woman scientist, nega- tive connotations of Black sounding names, and respectability politics of Black womanhood) and instead dispel these myths. To cope with the effects of code-switching, Black women relied heavily on their spirituality and identifying ways to reaffirm their Blackness. The implications of the findings indicate that Black women experience stress due to code-switching because of the stereotypes they encounter at the intersection of their gender and race. 

The purpose of this qualitative research study is to examine the doctoral experiences of successful Black women enrolled in U.S. engineering and computing programs. Specifically, this manuscript analyzes Black women’s perceived expectations regarding what they believed their doctoral programs would be like prior to their enrollment in graduate school versus their actual experiences as doctoral students (n = 37). Find- ings conclude that Black women expected their coursework would either be academically rigorous or not very difficult at all, and that their faculty advisors would provide them with tailored academic and social support. In addition, some of the Black women also expected that they would not have to deal with racism and sexism under the assumption that their respective departments were inclusive and equitable. Black women’s actual experiences consisted of unsupportive faculty, surprising levels of racism and sexism, and an obligation to code-switch. This article also discusses the implications of the findings, and strategies for helping Black women succeed in engineering and computing doctoral programs are also discussed. 

Recent data reveal that a higher percentage of Black women (9.7%) are enrolled in college than any other group, topping Asian women (8.7%), White women (7.1%) and White men (6.1%). Despite these gains in college attendance, Black women are often underrepresented in the fields of engineering and computer science. This paper presents the findings from a qualitative study that investigated the identity and experiences of Black women who are pursuing doctoral degrees in engineering and computer science. This research is grounded on the tenet that one cannot effectively serve or impact a community until he/she genuinely understands the issues and challenges facing the people who are its members. This work explores how Black female doctoral students persist in environments where they are grossly underrepresented. Content analysis is used to examine interview data obtained from 13 Black women who are pursing doctoral degrees in engineering and computer science. This paper concludes with some of the key challenges these women face in their programs on a daily basis. The goal of this research is to bring awareness to not only the challenges, but also potential strategies to increase the retention and persistence of Black women in engineering and computer science across all academic levels.