– Two main themes emerged from the data: (a) racial and gender challenges related to the computing sciences educational trajectory; and (b) a shared sense of isolation.
– Conflicts and integrations of racial, gender, and academic identities arose repeatedly as participants reported grappling with their self-identities as women of color in race- and gender-exclusive academic spaces. Although participants described their experiences as women of color in computing sciences in a variety of ways, the group’s consensus was that it is exceptionally challenging and difficult.
– Many participants indicated that ascertaining the root of maltreatment proved difficult, wondering whether this treatment was based upon either their racial or gendered identities.
– Identifying as a Black woman conjured a wealth of misperceptions and stereotypes regarding their academic identity as well as their intellectual capacity.
– Feelings of isolation were salient findings among the participants in this study. Social interaction with peers proved limited among study participants throughout their STEM education trajectories, particularly in STEM graduate degree programs.
– Computing science and other STEM faculty were particularly instrumental in creating an environment characterized by isolation and ostracization for this study’s participants.
– This study presented an unbridled view of the racialized and gendered experiences of African American women in pursuit of STEM education and success.