Encountering failure while cultivating computational literacy is inevitable, as debugging is a normal and necessary part of any programmer's workflow. Unfortunately, internalization of this failure is one discouraging factor in many students' choice not to pursue computer science. In this proposal, I outline my dissertation research on constructive mindsets for overcoming failure in introductory programming contexts. This work is motivated by an overarching interest in broadening participation in computing -- and, in particular, attracting and retaining more female computer science students. My doctoral research examines the differences in how technical students and non-technical students approach learning to code, with the goal of generating best practices for other educators.