A MIXED METHODS APPROACH TO UNDERSTANDING THE IMPACT A VIRTUAL SUMMER CAMP HAS ON BLACK GIRLS' INTENT TO PERSIST IN COMPUTER SCIENCE

Abstract

Several studies have focused on how in-person informal CS learning programs like summer camps and after-school programs impact Black girls' intent to persist in Computer Science; however, virtual informal CS learning programs remain to be studied. This mixed-methods study uses Intersectional Computing and Social Cognitive Career Theory to examine the impact of four virtual CS summer camps on Black middle school girls' intent to persist in CS. Key to the approach of the camps is the recognition that intersectional representation in the camp's community of attendees, teachers, and guest speakers and the content fosters confidence for Black girls in computing. Findings of a pre-and post-survey study of 108 camp attendees show that participating in the camps increased computing confidence and outcome expectations among Black girls at the camps. Semi-structured interviews (n=10) revealed how Black girls' intersectional identities influence their attitudes towards learning CS, both in-person at school and virtually at camp. Implications will help expand or improve virtual informal CS experiences for Black girls to reduce the barriers that may prevent them from learning CS at an early age.