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Educ."],"published-print":{"date-parts":[[2024,6,30]]},"abstract":"<jats:p>Black women remain severely underrepresented in computing despite ongoing efforts to diversify the field. Given that Black women exist at the intersection of both racial and gendered identities, tailored approaches are necessary to address the unique barriers Black women face in computing. However, it is difficult to quantitatively evaluate the efficacy of interventions designed to retain Black women in computing, since samples of computing students typically contain too few Black women for robust statistical analysis. Using about a decade of student survey responses from an National Science Foundation\u2013funded Broadening Participation in Computing alliance, we use regression analyses to quantitatively examine the connection between different types of interventions and Black women\u2019s intentions to persist in computing and how this compares to other students (specifically, Black men, white women, and white men). This comparison allows us to quantitatively explore how Black women\u2019s needs are both distinct from\u2014and similar to\u2014other students. We find that career awareness and faculty mentorship are the two interventions that have a statistically significant, positive correlation with Black women\u2019s computing persistence intentions. No evidence was found that increasing confidence or developing skills\/knowledge was correlated with Black women\u2019s computing persistence intentions, which we posit is because Black women must be highly committed and confident to pursue computing in college. Last, our results suggest that many efforts to increase the number of women in computing are focused on meeting the needs of white women. While further analyses are needed to fully understand the impact of complex intersectional identities in computing, this large-scale quantitative analysis contributes to our understanding of the nuances of Black women\u2019s needs in computing.<\/jats:p>","DOI":"10.1145\/3635313","type":"journal-article","created":{"date-parts":[[2023,12,22]],"date-time":"2023-12-22T11:29:35Z","timestamp":1703244575000},"page":"1-25","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":4,"title":["Retaining Black Women in Computing: A Comparative Analysis of Interventions for Computing Persistence"],"prefix":"10.1145","volume":"24","author":[{"given":"Susan R.","family":"Fisk","sequence":"first","affiliation":[{"name":"Kent State University, Kent, United States"}]},{"given":"Brittany","family":"Watts","sequence":"additional","affiliation":[{"name":"Hartford International University, Hartford, United States"}]},{"given":"Courtney","family":"Dress","sequence":"additional","affiliation":[{"name":"Kent State University, Kent, United States"}]},{"given":"Charlotte","family":"Lee","sequence":"additional","affiliation":[{"name":"Indiana University, Bloomington, United States"}]},{"given":"Audrey","family":"Rorrer","sequence":"additional","affiliation":[{"name":"University of North Carolina, Charlotte, United States"}]},{"given":"Tom","family":"McKlin","sequence":"additional","affiliation":[{"name":"The Findings Group, Atlanta, United States"}]},{"given":"Tiffany","family":"Barnes","sequence":"additional","affiliation":[{"name":"North Carolina State University, Raleigh, United States"}]},{"given":"Jamie","family":"Payton","sequence":"additional","affiliation":[{"name":"Temple University, Philadelphia, United States"}]}],"member":"320","published-online":{"date-parts":[[2024,4,16]]},"reference":[{"key":"e_1_3_1_2_2","doi-asserted-by":"publisher","DOI":"10.1057\/palgrave.ejis.3000417"},{"key":"e_1_3_1_3_2","doi-asserted-by":"publisher","DOI":"10.1145\/2381083.2381100"},{"key":"e_1_3_1_4_2","doi-asserted-by":"publisher","DOI":"10.2307\/2095777"},{"key":"e_1_3_1_5_2","first-page":"16","article-title":"How do you retain women through inclusive pedagogy","volume":"12","author":"Barker Lecia","year":"2015","unstructured":"Lecia Barker and J. 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