The purpose of my study is to explore why and how Black women undergraduates at historically Black colleges and universities (HBCUs) persist in computing. By centering the experiences of Black women undergraduates and their stories, this dissertation expands traditional, dominant ways of understanding student persistence in higher education. Critical Race Feminism (CRF) was applied as a conceptual framework to the stories of 11 Black women undergraduates in computing and drew on the small stories qualitative approach to examine the day-to-day experiences of Black women undergraduates at HBCUs as they persisted in their computing degree programs. The findings suggest that: (a) gender underrepresentation in computing affects Black women’s experiences, (b) computing culture at HBCUs directly affect Black women in computing, (c) Black women need access to resources and opportunities to persist in computing, (d) computing-related internships are beneficial professional opportunities but are also sites of gendered racism for Black women, (e) connectedness between Black people is innate but also needs to be fostered, (f) Black women want to engage in computing that contributes to social impact and community uplift, and (g) science identity is not a primary identity for Black women in computing. This paper also argues that disciplinary focused efforts contribute to the persistence of Black women in computing.
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