Bryan Johnson, the Executive Director of Black Boys Code, spent over 20 years working in corporate Canada, where he often found himself as “the only Black person in the room.” Determined to change that reality, he envisioned a future where Black boys could have the opportunity to take their place in those spaces. His journey began with a simple yet pivotal step: checking the availability of the domain name “Black Boys Code.” It was available, and he promptly trademarked it. From there, Johnson began laying the foundation for what would become a transformative organization. Black Boys Code is now preparing to celebrate its 10th anniversary.
The organization officially launched in Vancouver, Canada before expanding to Calgary and other cities. Johnson modeled its growth strategy on Starbucks, using a replicable template to establish new chapters. “Once you have that template, you can take it to multiple cities,” Johnson explained. “We started in Vancouver, moved to Calgary, then Hamilton, Toronto, and eventually to Atlanta in the United States.” Today, Black Boys Code operates in both Canada and the United States, with programs in cities such as Atlanta and Los Angeles, and plans for further expansion.
One of Black Boys Code’s key offerings is a workshop called Introduction to Math through Coding. “If you want to become an engineer, you have to learn math,” Johnson emphasized in an interview with me. “In order to get on that higher educational path to become an engineer or anything within the technology space, you have to learn math. So that’s how we see ourselves—we funnel kids into higher education.”
In Canada, Black Boys Code also welcomes girls, responding to parents’ requests when their daughters expressed interest. However, in the U.S., the organization focuses solely on boys, complementing the work of the well-established Black Girls Code. “When parents would drop off their boys, their girls would want to participate as well,” Johnson shared. “Parents approached us asking if girls could join, and we were happy to oblige.”
The mission of Black Boys Code is particularly significant given ongoing concerns about the shortage of individuals trained in technology and the debates surrounding H-1B visas and immigration. To build a competitive and diverse workforce, organizations like Black Boys Code are critical to ensuring that more children—including Black children—gain access to coding and technology education.
This need is supported by research. A report by Victoria J. Rideout, Kimberly A. Scott, and Kevin A. Clark found that many Black youth are highly interested in computer-related activities. In their study, The Digital Lives of African American Tweens, Teens, and Parents, they noted that “About half of 11 to 17-year-olds want to learn how to create an app (51%) or a website (48%), while 46% want to learn how to create or modify a video game. A third (33%) say they want to learn how to code, and 35% of 13 to 17-year-olds want to start an online business. About a quarter want to learn how to make digital art (23%) or music (25%).” These findings underscore Black students’ appetite for computer-related education—they just need the opportunity to learn.
Black Boys Code aims to bridge this gap by offering programs that provide foundational skills in technology and math. Johnson explained that many Black students face an uneven playing field in colleges and universities: “Often, when Black kids go into their first year of university, the kids they’re sitting next to have gone to summer camps, afterschool programs, and so on. Our kids have not. So, we have an afterschool program—it’s virtual—but we have it so that when those kids go to high school and post-secondary, they have that opportunity to gain those experiences.”
Johnson also prioritizes ensuring that Black boys are taught by Black men, recognizing their importance as role models. According to the Center for Black Educator Development, “Research shows when Black students have Black teachers who reflect their experiences and worldviews, they perform better in school. When they have two Black teachers, they are 32% more likely to go to college.” Johnson noted that many Black boys never have a Black male teacher in their entire academic lives. “Given what research says about the power of having a Black male teacher for Black boys, it’s vital to provide these experiences and role models,” he stated.
The organization’s workshops are frequently held on college and university campuses, a deliberate strategy to expose Black children to academic environments. “If Black children have exposure to college campuses, they become accustomed—desensitized—to being on a university campus,” Johnson explained. “A lot of Black children go to a university campus for track and field or football, but for many, this is their first time being on campus for academic purposes. We associate academic excellence with the kids by holding workshops there.”
One of Black Boys Code’s most significant successes is how its participants give back. Johnson proudly shared, “You know, you have kids who are 19, 20, 21 years old, and they still come back and volunteer.”
Reflecting on his work, Johnson offered his best advice: “Believe that the kids can be successful.” He added, “One of the things we do in our Black Boys Code workshops is we only speak of positivity. We speak of opportunities. ‘You’re brilliant. You can do anything you want to do.’”
As Black Boys Code approaches its second decade, it continues to empower Black youth to embrace opportunities in technology, building a stronger and more inclusive future.