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This dissertation takes a liberatory socio-technical approach to explore how technology can empower Black undergraduate women in computing (BWIC) by fostering a sense of belonging, strengthening computing identity, and enhancing self-efficacy. Given the underrepresentation of Black women in STEM, this research challenges traditional approaches by centering their lived experiences and perspectives in the design of inclusive and supportive spaces. Unlike many existing interventions that are designed without direct input from those they aim to support, this study prioritizes active participation, agency, and decision-making among BWIC, ensuring that the solutions created truly reflect their needs. Led by a Black woman in computing, this research builds on personal and collective experiences to develop an authentic and affirming virtual community. Using a multi-modal (Discord) community as a technology-driven intervention, this study examines how virtual spaces can provide a sense of belonging, community, community support, computing identity, peer support, and networking opportunities that help BWIC navigate academic challenges in a predominantly white and male-dominated field. By leveraging qualitative and quantitative methods, this research investigates the ways in which participation in a virtual community influences engagement, confidence, and long-term persistence in computing. Findings reveal that the virtual community plays a critical role in mitigating feelings of belonging, isolation, providing access to a community, peer support, and fostering meaningful connections. While some participants engaged actively in discussions, others participated through passive engagement ("lurking"), yet both forms of involvement contributed to a greater sense of inclusion and identity in computing. Barriers to participation, such as academic workload, social anxiety, outside responsibilities and lack of awareness of available resources, underscore the importance of low-pressure, flexible engagement opportunities and targeted outreach to early-career students. Additionally, the presence of Black women in the community served as a powerful motivator, reinforcing participants' belief in their ability to succeed in computing. This dissertation contributes to computing education by providing evidence-based insights on the role of virtual communities in fostering diversity and inclusion. It highlights the potential of technology-driven interventions to break down systemic barriers and offers practical recommendations for institutions, educators, and policymakers to build sustainable, culturally responsive support networks. By demonstrating the impact of virtual communities in creating empowering and affirming spaces, this research emphasizes the need for intentional efforts to ensure Black women in computing are not just included, but supported, valued, and positioned for success in the field.