SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
The Psychology of Computer Programming
The Psychology of Computer Programming
A study of learning environments associated with computer courses: can we teach them better?
Journal of Computing Sciences in Colleges
Experiences with a CS0 course targeted for CS1 success
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Undergraduate consultation: opportunities and challenges
Journal of Computing Sciences in Colleges
Alice, middle schoolers & the imaginary worlds camps
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Gender, perceptions, and reality: technological literacy among first-year students
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Journal of Computing Sciences in Colleges
On the nature of student defensiveness: theory and feedback from a software design course
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Self-predicted and actual performance in an introductory programming course
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
ACM Transactions on Computing Education (TOCE)
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Women in the first systems course in Stanford's CS core find themselves in a divided culture in which they are a minority. For these women, establishing an identity of competence becomes critical to defining a place in the CS culture and establishing legitimacy. Social factors such as gendered self-presentation and communication, rather than objective measures of ability, plays a large role in developing confidence. Only by understanding the role of such social factors can we develop strategies for creating a more inclusive CS culture in which women may thrive. Findings are drawn from surveys, interviews, and five years of enrollment data.