Equity and diversity issues persist in computer science education, despite numerous initiatives introduced to recruit and retain minoritized students. Prior research has identified marginalizing factors prevalent in the computing fields that discouraged women and people of color, while also highlighting experiences that help them persist. Extending prior studies and applying an intersectional lens, this study aims to center the voice of Black girl students in high schools and present their experiences taking Advanced Placement (AP) Computer Science (CS) courses. We investigate how and why they persisted by conducting semi-structured interviews with eight Black girl students who have completed at least one AP CS course, connecting their learning journeys to prior work. Applying the situated expectancy-value theory (SEVT), our findings reveal examples of marginalizing and empowering social interactions within learning environments, students’ awareness and active construction of their social support networks, and their conscious effort to resist inequity as motivation for studying CS. Our findings build upon prior studies of Black women’s experiences in post-secondary and career computing, and extend our understanding into secondary education contexts.