Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes. This paper explores African American middle-school girls' (called SCAT Scholars) perspectives of their SCAT experience and perceptions of themselves as game designers.

Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that it solves the problem, and evaluating the solution based on some set of criteria. CAT has roots in Mathematics, through problem solving and algorithmic thinking. CAT lies at the heart of Computer Science, which is defined as the study of algorithms. CAT embodies the ability to think critically and creatively to solve problems and has applicability in a range of areas from Computer Science to cooking to music. This article introduces CAT as explored through the Supporting Computational Algorithmic Thinking (SCAT) project, an ongoing longitudinal between-subjects research project and enrichment program that guides African-American middle school girls (SCAT Scholars) through the iterative game design cycle resulting in a set of complex games around broad themes. This article also explores the difficulties SCAT Scholars face while using CAT capabilities in the context of game design over almost two years as described by the Scholars themselves in online journals.