Despite the emergence of intersectional computing and increased scholarship that utilizes the concept of intersectionality, there is a lack of consensus about the appropriation of intersectionality as a critical framework within the computing education community. Intersectionality provides a critical lens for understanding and analyzing the complexity in human experiences that are shaped by multiple social constructs (e.g., race, gender, class, etc.), in mutually influencing ways. What lies at the heart of the matter is acknowledging the humanity of intersectional populations to create safe spaces and a sense of belonging in the computing community. However, when working with intersectional populations, Eurocentric research methods tend to position them as “objects of study.” Such positioning further marginalizes intersectional populations and calls into question the validity of Eurocentric research methods used in computing education research that do not recognize alternative ways of knowing. Applying critical autoethnography to our own body of computing education research, we leverage Black feminist epistemologies or Black women’s ways of knowing to differentiate intersectional studies from studies of intersectional populations. Consequently, we derive guidelines and practical steps for conducting intersectional studies in computing education research.