Several studies have reported the positive benefits of informal Computer Science learning programs for Black girls, which include staff, mentors, and peers reflective of the girls in the program; however, we do not know enough about what motivates Black women to sign up to teach in such programs, or how representation in mentoring affects future CS learning for Black girls. Here we report the intersectional experiences of 11 Black women who served as instructors and mentors for the virtual INTech Summer Camp. The women in this study confirm that it is imperative to consider the intersectional experiences of Black women in CS as a whole, without explicating their identities. We found that Black women in CS feel that it is their responsibility to give back to Black girls to pay it forward from their own mentorship experiences. The Black women in our study describe seeking to fill a gap in mentorship that they experienced themselves, to share their knowledge and experiences to support the development of others who can relate to that intersection of identifying as Black and a girl or woman. Providing positive representation to encourage young Black girls to pursue tech careers is imperative to diversifying the tech workforce.

几项研究报告了非正式计算机科学学习计划对黑人女孩的积极好处，其中包括代表该计划中女孩的工作人员、导师和同伴；然而，我们对黑人女性报名参加此类项目的动机以及辅导中的代表性如何影响黑人女孩未来的计算机科学学习还知之甚少。在这里，我们报告了 11 名黑人女性的跨界经历，她们担任虚拟 INTech 夏令营的讲师和导师。这项研究中的女性确认，必须将黑人女性在计算机科学领域的交叉经历作为一个整体来考虑，而无需阐明她们的身份。我们发现，计算机科学领域的黑人女性认为，她们有责任回馈黑人女孩，并从她们自己的指导经历中将其传承下去。我们研究中的黑人女性描述了她们寻求填补她们自己经历过的指导方面的空白，分享她们的知识和经验，以支持其他人的发展，这些人能够理解黑人与女孩或女性的交集。提供积极的代表性以鼓励年轻的黑人女孩追求科技职业对于实现科技劳动力多元化至关重要。