Women in computing: where are we now?
Communications of the ACM
Project work: the organisation of collaborative design and development in software engineering
Computer Supported Cooperative Work - Special issue on studies of cooperative design
Undergraduate women in computer science: experience, motivation and culture
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
ACSE '96 Proceedings of the 1st Australasian conference on Computer science education
Recruiting and retaining women in undergraduate computing majors
ACM SIGCSE Bulletin - Women and Computing
An ACM-W literature review on women in computing
ACM SIGCSE Bulletin - Women and Computing
Defensive climate in the computer science classroom
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Gender differences in computer science students
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Promoting communication and inclusiveness in the IT classroom
Proceedings of the 6th conference on Information technology education
Why students drop out CS1 course?
Proceedings of the second international workshop on Computing education research
Facing the challenges of teaching IT ethics
Proceedings of the 7th conference on Information technology education
Proceedings of the 8th ACM SIGITE conference on Information technology education
Dangers of a fixed mindset: implications of self-theories research for computer science education
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Saying isn't necessarily believing: influencing self-theories in computing
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
The use of unfamiliar words: writing and CS education
Journal of Computing Sciences in Colleges
Learning styles: novices decide
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Comparison of OOP first and OOP later: first results regarding the role of comfort level
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Using collaboration to overcome disparities in Java experience
Proceedings of the ninth annual international conference on International computing education research
Dwindling number of female students: what are we missing?
Proceedings of the 13th annual conference on Information technology education
Building equitable computer science classrooms: elements of a teaching approach
Proceeding of the 44th ACM technical symposium on Computer science education
Multiple case study of nerd identity in a CS1 class
Proceedings of the 45th ACM technical symposium on Computer science education
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All learning environments are characterized by numerous communication and interaction practices, which lend themselves to an overall characterization of the climate as defensive or supportive. A case study of public communication and interaction in a large, research-intensive university's first year computer science courses illustrates a learning environment primarily characterized by elements and behaviors associated with a defensive communication climate. Descriptions of classroom interactions and behaviors illustrate what a defensive communication climate “looks like” in terms of behavior, based on extensive observational research. Interview data demonstrates that defensive communication practices can lead to attrition among women in the major and illustrates ways in which the communication climate that characterizes the major is experienced and interpreted by women in the courses. This data also links defensive communication behaviors with lower confidence among women toward their major --- results consistent with previous studies of the causes of attrition among women in other Science, Technology, Engineering, and Mathematics (STEM) disciplines. Classroom experiences and behaviors that reflect a more supportive communication climate will be discussed within the context of practices and interactions that professors can engage in to ensure that their courses lean toward a supportive rather than a defensive environment as a way of making computer science learning environments more inclusive.