Women in the United States have long been underrepresented in computing science disciplines across college campuses and in industry alike (Hanson, 2004;Jackson & Charleston, 2012). This disparity is exacerbated when African American women are scrutinized. Additionally, prior research (e.g., Hanson, 2004;Jackson & Charleston, 2012;Jackson, Gilbert, Charleston, & Gosha, 2009) suggests a need to better understand this underrepresented group within computing-a field in dire need of additional skilled workers. Using critical race feminism and Black feminist thought as theoretical underpinnings, this study examined the experiences of Black female computing aspirants at various levels of academic status. In doing so, this research captures the unique challenges that participants experience in their respective academic computing science environments, as well as how participants navigate this historically White, male-dominated field.

The concept of ''glass ceiling effects'' has emerged in social science research in general and higher education in particular over the past 20 years. These studies have described the impediments that women and people of color encounter in their quest for senior-level positions (e.g., CEOs) in society as glass ceiling effects. Literature, both empirical and non-empirical, has provided broad and varied interpretations of glass ceiling effects. In turn, the literature is less-than-settled on the application of glass ceiling effects. In this manuscript, the authors analyzed and critiqued 66 documents in order to advance theoretical and practical knowledge regarding glass ceiling effects in higher education.

African American males are often categorized as a population at-risk in education (Bailey & Moore, 2004;Davis, 2003;Moore, 2000). In many social domains of American society, they hold a peculiar but uncertain status (Austin, 1996). Endangered, uneducable, dysfunctional, and dangerous are many of the terms often used to characterize African American males (Gibbs, 1988;Majors & Billson, 1992;Parham & McDavis, 1987). Such terms often evoke unsettling emotions and perpetuate negative stereotypes. Nevertheless, it is apparent, based on the dismal national statistics on unemployment, education, incarceration, and mental and physical health, that African American males face numerous challenges in American society (Hoffman, Llagas, & Synder, 2003). It is likely that the aforementioned depictions of African American males can negatively impact the perceived ability and subsequent behavior of African American males (Bailey & Moore, 2004;Moore, 2000;Moore & Herndon, 2003) and impede their pursuit of the ''American Dream.'' Therefore, it is not surprising that African American males often experience difficulty in social domains, such as

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Using multiple national databases, this study examined African-American males throughout the educational pipeline, both as students and educational providers. Analyses of these databases provided a descriptive picture of African-American males' participation at each phase (e.g., high school completion, college enrollment, and doctoral degree completion), in comparison to White males', in an attempt to understand how this representation affects administrative diversity in higher and postsecondary education. The results suggest that in order to increase the representation of African-American males in academic administrative positions at colleges and universities, additional attention must be placed on each phase of the educational pipeline to increase the pool of eligible candidates.