Computer programming literacy is increasingly understood as vital for participation in today’s global economy, but faces significant issues of access, representation, and equity. In response to information technologies that exacerbate existing disparities of gender, race, and class, the industry of coding education designed for women and underrepresented communities is growing rapidly. My dissertation, “Programming Women: Rhetorical Education, Literacy, and Coding,” analyzes contemporary programming literacy education for women and underrepresented groups through a rhetorical study deploying a mixed-methods approach. Grounded in an intersectional feminist theoretical framework, my research seeks to understand how coding literacy is understood, taught, and practiced in these contexts. In doing so, my research has the potential to enrich the already provocative theories of the rhetoricity of code through its focus on the material, social, and digital contexts where programming is taught and made.