Creating inclusive learning environments is important for retaining students, particularly those from historically marginalized groups in computing. However, both faculty and graduate students -- who are responsible for teaching and mentoring activities - often receive little, if any, training on creating inclusive learning environments. Using a higher education approach, I developed and taught a semester-long course to prepare future faculty members to create inclusive computing learning environments. This experience report describes the process for creating the course including topics, readings, assignments, and approaches for facilitation and learning. I also provide analysis, reflection, and insights from students' surveys and their written reflections throughout the course. The primary contribution of this experience report is to document the learning gains in graduate students' self-efficacy, awareness, and preparation for faculty roles, and to share insights on the implementation of the course to serve as a guide for other departments in the development and execution of similar training approaches.

Students from historically underrepresented communities in computer science (CS) report being told that their successes are due to special treatment based on their gender and/or racial identity. We refer to this microaggression as the discounting-success microaggression.We analyzed survey responses from 4,327 CS majors across 221 institutions in the U.S. We found that students who identify as women, Black, and/or Asian were more likely than men and white students, respectively, to report the discounting-success microaggression. This discounting-success microaggression significantly and negatively predicts students' self-efficacy, sense of belonging, and plans to persist in CS. Our results elucidate the negative influence of the discounting-success microaggression on CS student outcomes. Efforts are needed to improve the culture and interactions in CS to eliminate the prevalence of this harmful microaggression.

Broadening participation in computing (BPC) is a focus in industry and academia. Extant research focuses on what broadening participation in computing (BPC) efforts are pursued, while we propose focusing on how change happens. Our qualitative study applied John Kotter's (2012) eight-stage change framework to analyze interviews with faculty and staff engaged in BPC efforts. Illustrative examples from our interviews elucidate each of the eight stages and how they can be applied to pursue organizational change efforts that support BPC.

Students' goals may be one of many factors contributing to the underrepresentation of women, people who identify as Black, Hispanic, Latinx/a/o/*, or Native, and first-generation college students in computing. This study examines whether students who desire a career that enables them to pursue communal goals: goals of working with or for the benefit of others (e.g., have a social impact, serve humanity, help others, or give back to their community) may be deterred from computing if they perceive it as incompatible with those goals. Using survey data from over 45,000 undergraduate students, results show that women, compared to men of their same racial/ethnic identity, endorse social impact goals at higher rates, and that the relationship between a student's sense of belonging in computing and their goals is moderated by their perception of the communal goal affordances of computing.

Broadening participation in computing is a key priority for both the tech industry and academia. However, high rates of attrition from Ph.D. programs represent a tremendous loss of talent, potential, and resources that stifles efforts to diversify computing. The purpose of this study was to understand the extent to which students consider departure and to uncover prominent threats to student persistence. Findings reveal that students primarily consider departure due to a lack of support and inclusion in their department.