build student confidence & professional identity
Computing has come to be associated with some fairly strong stereotypes about who is a "computer scientist," or more narrowly, who a "programmer." Someone who doesn’t fit that model may have difficulty seeing themselves in the field, and be less likely to have people who support them in their pursuit of computing. Faculty can help by building student confidence, modeling inclusive behavior, and teaching students norms of professional behavior.
Practices that can help build student confidence & professional identity:
Stereotype threat occurs when we fear our actions will confirm negative stereotypes about our “group,” and this can harm performance, motivation, and trust. Faculty can mitigate it by avoiding stereotypes and by giving effective encouragement.
Providing effective encouragement can help students persist even in the face of difficult challenges. This can be especially effective for retaining women in male-stereotyped fields.
Interacting with faculty is a powerful way to give students encouragement, to impart tacit professional knowledge, and to help students begin to see themselves as computer scientists.
Faculty can encourage persistence by providing effective feedback and helping students to reflect on their performance. Effective feedback is timely, contextualized, and actionable.