Elissa M. Redmiles

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—Users receive a multitude of digital-and physical-security advice every day. Indeed, if we implemented all the security advice we received, we would never leave our houses or use the Internet. Instead, users selectively choose some advice to accept and some (most) to reject; however, it is unclear whether they are effectively prioritizing what is most(More)
Few users have a single, authoritative, source from whom they can request digital-security advice. Rather, digital-security skills are often learned haphazardly, as users filter through an overwhelming quantity of security advice. By understanding the factors that contribute to users' advice sources, beliefs, and security behaviors, we can help to pare down(More)
In 2012, women earned 18% of computer science degrees; African American and Hispanic students made up less than 20% of computing degree holders that year. Research shows that relatable role models and engaging curriculum are required to engage underrepresented students in computing. There is a need for engaging and relatable curriculum to be delivered to(More)
Mentors-protégé relationships have been shown to improve retention of women and under-represented students in computing (Cohoon, 2011). Mentorship relationships are also the driving factor in female students' selection and completion of a computing career (Ashcraft, Eger, & Friend, 2012). More generally, mentor-protégé relationships(More)
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