COUNTER-LIFE HERSTORIES: BLACK WOMEN FACULTY PATHWAYS IN U.S. P-20 COMPUTING EDUCATION

Abstract

The purpose of this life history (i.e., counter-life herstory) study was to illuminate Black women faculty pathways in U.S. P-20 computing education. Counter-life herstories come from counterstories, life histories, and herstories, which are powerful social justice tools that uncover hidden truths about marginalized groups' experiences. This study provides a suitable methodological approach to investigate various educational pathways. As an emerging Black woman scholar, with a bachelor's degree in computer science, I have a "unique angle of vision" to situate Black women's unique lived experiences in U.S. computing education's social-political context. I used an integrative conceptual framework, with an overarching Afrocentric feminist epistemology, which was anchored by critical race theory and Black feminist thought. Furthermore, I analyzed data elements such as timelines, counter-life story interviews, and reflective journal writings. I co-constructed and interpreted the counter-life herstories of five Black women faculty in computing. Black women faculty who persist in obtaining PhD degrees in U.S. computing education do so by their resiliency and ability to bounce back from insurmountable barriers (e.g., negative stereotypes and biases) than their new positive reinforcements or intense academic preparation. This study builds upon limited knowledge about Black women faculty's educational experiences before joining academia while directly supporting the U.S. national interest to diversify the computing workforce.