More Like this

1. Uneven Playing Field: Examining Preparation for Technical Interviews in Computing and the Role of Cultural Experiences

   Lunn, S. ( June 2021 , ASEE annual conference)

   null (Ed.)

   While starting a career may be challenging in any field, in computing the process tends to be aggravated by requirements of digital portfolios and technical interviews that necessitate coding extemporaneously. During the programming components, candidates are expected to offer a solution, while also giving consideration to the choice of algorithm and its time complexity. Although intended to assess the competency of the job applicants, the process is often more akin to a professional examination. Applicants are encouraged to prepare months, or even years before they begin looking for a position, an expectation that neglects to consider the obligations and responsibilities students already have. Moreover, this presumption can result in an unequal divide between those who have the time to commit, and those who are unable to do so. To examine students’ preparation for technical interviews and their own cultural experiences, we administered a survey at three metropolitan universities in Florida. Specifically, we utilized social cognitive career theory to examine: 1) Students’ preparation practices for technical interviews; 2) The impact of cultural experiences on preparation time; and 3) The relationship between preparation and job attainment. To address these topics, we used descriptive statistics, Shapiro-Wilk tests, Wilcoxon rank-sum tests, and Kruskal-Wallis tests. We also applied the community cultural wealth model to interpret our results. We observed that, in our sample, White students began preparing earlier for technical interviews, spent more time preparing, and received more job offers than non-White students. Females also spent more hours preparing on average, and received more job offers than students that did not identify as female. However, female, Black/African American, and Hispanic/Latinx students were more likely to have cultural experiences that would impact their availability to prepare, including non-computing related jobs, caring for a family member, or ongoing health issues. While we do consider the support mechanisms students may leverage to overcome obstacles, in general, these results emphasize the larger issues in existing hiring structures, and demonstrate the importance of not treating students as a monolith. The findings from this work are intended to inform educators about how to better prepare students to succeed on technical interviews, and to encourage industry to reform the process to make it more equitable. 

   more » « less
2. Uneven Playing Field: Examining Preparation for Technical Interviews in Computing and the Role of Cultural Experiences

   Lunn, S. ; Ross, M. ; Hazari, Z. ; Weiss, M. A. ; Christensen, K. ; Georgiopoulos, M. ; Solis, T. ( July 2021 , 2021 ASEE Virtual Annual Conference)

   While starting a career may be challenging in any field, in computing the process tends to be aggravated by requirements of digital portfolios and technical interviews that necessitate coding extemporaneously. During the programming components, candidates are expected to offer a solution, while also giving consideration to the choice of algorithm and its time complexity. Although intended to assess the competency of the job applicants, the process is often more akin to a professional examination. Applicants are encouraged to prepare months, or even years before they begin looking for a position, an expectation that neglects to consider the obligations and responsibilities students already have. Moreover, this presumption can result in an unequal divide between those who have the time to commit, and those who are unable to do so. To examine students’ preparation for technical interviews and their own cultural experiences, we administered a survey at three metropolitan universities in Florida. Specifically, we utilized social cognitive career theory to examine: 1) Students' preparation practices for technical interviews; 2) The impact of cultural experiences on preparation time; and 3) The relationship between preparation and job attainment. To address these topics, we used descriptive statistics, Shapiro-Wilk tests, Wilcoxon rank-sum tests, and Kruskal-Wallis tests. We also applied the community cultural wealth model to interpret our results. We observed that, in our sample, White students began preparing earlier for technical interviews, spent more time preparing, and received more job offers than non-White students. Females also spent more hours preparing on average, and received more job offers than students that did not identify as female. However, female, Black/African American, and Hispanic/Latinx students were more likely to have cultural experiences that would impact their availability to prepare, including non-computing related jobs, caring for a family member, or ongoing health issues. While we do consider the support mechanisms students may leverage to overcome obstacles, in general, these results emphasize the larger issues in existing hiring structures, and demonstrate the importance of not treating students as a monolith. The findings from this work are intended to inform educators about how to better prepare students to succeed on technical interviews, and to encourage industry to reform the process to make it more equitable. 

   more » « less
3. Uneven Playing Field: Examining Preparation for Technical Interviews in Computing and the Role of Cultural Experiences

   Lunn, S. J. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   null (Ed.)

   While starting a career may be challenging in any field, in computing the process tends to be aggravated by requirements of digital portfolios and technical interviews that necessitate coding extemporaneously. During the programming components, candidates are expected to offer a solution, while also giving consideration to the choice of algorithm and its time complexity. Although intended to assess the competency of the job applicants, the process is often more akin to a professional examination. Applicants are encouraged to prepare months, or even years before they begin looking for a position, an expectation that neglects to consider the obligations and responsibilities students already have. Moreover, this presumption can result in an unequal divide between those who have the time to commit, and those who are unable to do so. To examine students’ preparation for technical interviews and their own cultural experiences, we administered a survey at three metropolitan universities in Florida. Specifically, we utilized social cognitive career theory to examine: 1) Students' preparation practices for technical interviews; 2) The impact of cultural experiences on preparation time; and 3) The relationship between preparation and job attainment. To address these topics, we used descriptive statistics, Shapiro-Wilk tests, Wilcoxon rank-sum tests, and Kruskal-Wallis tests. We also applied the community cultural wealth model to interpret our results. We observed that, in our sample, White students began preparing earlier for technical interviews, spent more time preparing, and received more job offers than non-White students. Females also spent more hours preparing on average, and received more job offers than students that did not identify as female. However, female, Black/African American, and Hispanic/Latinx students were more likely to have cultural experiences that would impact their availability to prepare, including non-computing related jobs, caring for a family member, or ongoing health issues. While we do consider the support mechanisms students may leverage to overcome obstacles, in general, these results emphasize the larger issues in existing hiring structures, and demonstrate the importance of not treating students as a monolith. The findings from this work are intended to inform educators about how to better prepare students to succeed on technical interviews, and to encourage industry to reform the process to make it more equitable. 

   more » « less
4. Can “race‐neutral” program eligibility requirements in criminal justice have disparate effects? An examination of race, ethnicity, and prison industry employment

   https://doi.org/10.1111/1745-9133.12576  

   Anderson, Claudia N. ; Wooldredge, John ; Cochran, Joshua C. ( February 2022 , Criminology & Public Policy)

   This study assesses whether racial and ethnic disparities exist in prison industry employment and whether seemingly race‐ and ethnicity‐neutral eligibility requirements contribute to any such disparities. We examine whether there are racial/ethnic disparities in industrial prison work, the extent to which disparities are explained by administrative policies, and the conditions under which disparities are most pronounced. Using 10 years of prison administrative data from Ohio, this study employs multilevel and mediation analyses to examine the effects of race and ethnicity on the odds of working an industrial prison job. Results suggest that Black and Hispanic incarcerated persons (IPs) are less likely to work industry jobs than White IPs. The majority of this disparity stems from program requirements; however, some disparities maintain even when accounting for requirements. Black IPs who do not meet program requirements are less likely to work than White IPs who do not meet program requirements. Racial disparities are smaller in facilities with greater racial heterogeneity among correctional staff.

   In our discussion, we underscore how prison policies can contribute to racially and ethnically disparate incarceration experiences. The results suggest the importance of evaluating prison and other correctional policies that utilize selection criteria that appear race neutral but are likely to be disparate in their consequences. Moreover, policies aimed at diversifying staff may contribute to more equitable prison experiences for non‐White incarcerated people, although doing so does not directly address underlying policy problems that lead to inequalities.

    

   more » « less
5. Modelling coexisting GSF and shear instabilities in rotating stars

   https://doi.org/10.1093/mnras/stab1927  

   Chang, Eonho ; Garaud, Pascale ( August 2021 , Monthly Notices of the Royal Astronomical Society)

   null (Ed.)

   ABSTRACT Zahn’s widely used model for turbulent mixing induced by rotational shear has recently been validated (with some caveats) in non-rotating shear flows. It is not clear, however, whether his model remains valid in the presence of rotation, even though this was its original purpose. Furthermore, new instabilities arise in rotating fluids, such as the Goldreich–Schubert–Fricke (GSF) instability. Which instability dominates when more than one can be excited, and how they influence each other, were open questions that this paper answers. To do so, we use direct numerical simulations of diffusive stratified shear flows in a rotating triply periodic Cartesian domain located at the equator of a star. We find that either the GSF instability or the shear instability tends to take over the other in controlling the system, suggesting that stellar evolution models only need to have a mixing prescription for each individual instability, together with a criterion to determine which one dominates. However, we also find that it is not always easy to predict which instability ‘wins’ for given input parameters, because the diffusive shear instability is subcritical, and only takes place if there is a finite-amplitude turbulence ‘primer’ to seed it. Interestingly, we find that the GSF instability can in some cases play the role of this primer, thereby providing a pathway to excite the subcritical shear instability. This can also drive relaxation oscillations, which may be observable. We conclude by proposing a new model for mixing in the equatorial regions of stellar radiative zones due to differential rotation. 

   more » « less