ISEDJ

Abstract: The lack of diversity in computing has been a known issue for a long time. Considerable research has focused on factors that impact persistence of students in computing, especially those from groups that have been historically excluded from the field. Self-efficacy is a factor that has been shown to influence students’ persistence and has been studied significantly in the literature. Existing literature has largely focused on factors such as prior computing experience, race, gender, etc. However, some gaps exist in this literature. For example, the interest in intersectionality is more recent. Research focusing on Black women’s barriers and factors impacting computing self-efficacy is more recent as compared to research focusing on self-efficacy of women in computing. Research focusing on Black men in computing is extremely sparse. This study aims to fill these gaps and hence, takes an intersectional approach to investigating the factors that predict the Computing Academic Success Self-efficacy (CASS) for Black women and Black men in computing. This study also considers less researched factors predicting computing self-efficacy, such as departmental support and first-generation status in addition to sense of belonging and prior computing experience. Results indicate a difference between factors predicting CASS among Black women and Black men, reinforcing the need to take an intersectional and holistic approach as the scientific community works on broadening participation in computing.

Download this article: ISEDJ - V24 N1 Page 54.pdf

Recommended Citation: Dekhane, S., Napier, N.P., (2026). An Intersectional Approach to Exploring Computing Academic Success Self-Efficacy (CASS) for Black Undergraduate Students. Information Systems Education Journal 24(1) pp 54-66. https://doi.org/10.62273/POFW6027