This study examines how external encouragement relates to middle-school students’ confidence in computing and STEM using three years (2023–2025) of post-program survey data from a summer computing program. We operationalize confidence from Likert items on programming self-efficacy and anticipated success in math, technology, and computing courses. Encouragement is derived from multi-select items identifying specific role models (e.g., parents/guardians, math/science/CS teachers, counselors, siblings, family friends). We construct composite indices of computing/STEM confidence and breadth of encouragement and analyze associations via descriptive comparisons and ordinal logistic regression models with controls for prior exposure to computing (open-ended responses about what students already know) and demographics (race/ethnicity, Hispanic origin). Preliminary results indicate that students naming multiple encouragers—especially combinations of parents and STEM teachers—report higher computing confidence and stronger expectations of success than peers with little to no encouragement; qualitative comments suggest even modest prior exposure (e.g., Scratch, robotics) may amplify encouragement effects. Findings align with literature on role models and social support in STEM pathways and suggest actionable levers for broadening participation: intentionally engaging families, coordinating encouragement across math, science, and CS classrooms, and sustaining these “encouragement networks” beyond the duration of a camp or course.