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1. A Survey of Cybersecurity Professionals’ Perceptions and Experiences of Safety and Belonging in the Community

   Katcher, Samantha; Wang, Liana; Yang, Caroline; Messdaghi, Chloé; Mazurek, Michelle L; Chetty, Marshini; Fulton, Kelsey R; Votipka, Daniel (August 2024, USENIX Symposium on Usable Privacy and Security (SOUPS))

   The cybersecurity workforce lacks diversity; the field is predominately men and White or Asian, with only 10% identifying as women, Latine, or Black. Previous studies identified access to supportive communities as a possible disparity between marginalized and non-marginalized cybersecurity professional populations and highlighted this support as a key to career success. We focus on these community experiences by conducting a survey of 342 cybersecurity professionals to identify differences in perceptions and experiences of belonging across demographic groups. Our results show a discrepancy between experiences for different gender identities with women being more likely than men to report experiencing harassment and unsupportive environments because of their gender. Psychological safety was low across all demographic groups, meaning participants did not feel comfortable engaging with or speaking up in the community. Based on these result we provide recommendations to community leaders. 

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2. Balancing Research and Service in Academia: Gender, Race, and Laboratory Tasks

   https://doi.org/10.1177/0891243219867917  

   Miller, Candace; Roksa, Josipa (February 2020, Gender & Society)

   Our study highlights specific ways in which race and gender create inequality in the workplace. Using in-depth interviews with 67 biology PhD students, we show how engagement with research and service varies by both gender and race. By considering the intersection between gender and race, we find not only that women biology graduate students do more service than men, but also that racial and ethnic minority men do more service than white men. White men benefit from a combination of racial and gender privilege, which places them in the most advantaged position with respect to protected research time and opportunities to build collaborations and networks beyond their labs. Racial/ethnic minority women emerge as uniquely disadvantaged in terms of their experiences relative to other groups. These findings illuminate how gendered organizations are also racialized, producing distinct experiences for women and men from different racial groups, and thus contribute to theorizing the intersectional nature of inequality in the workplace. 

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3. Exploring the stability of the gender gap in faculty perceptions of gender climate at a rural regional university

   https://doi.org/10.1371/journal.pone.0301285  

   Bordieri, Michael J; Waddill, Paula J; Zhang, Qiaofeng; McCarthy, Maeve L; Fuller, Claire; Balthrop, David (April 2024, PLOS ONE)

   Dabija, Dan-Cristian (Ed.)

   Increasing awareness of gender barriers and biases in academic institutions is an essential component of institutional change strategies to promote equity and inclusion. There is an established perception gap in recognizing gender inequities in the workplace, whereby men faculty under acknowledge the stressors, barriers, and biases faced by their women faculty colleagues. This study explored the gender gap in faculty perceptions of institutional diversity climate at a rural comprehensive regional university in the United States. In addition to gender, differences across academic discipline and time were explored using 2 (men and women) x 2 (STEM and other) x 2 (2017 and 2022) between-groups ANOVAs. Results revealed a gender gap that persisted across time and perceptions of stressors, diversity climate, student behavior, leadership, and fairness in promotion/tenure procedures, with marginalized (women) faculty consistently reporting greater barriers/concern for women faculty relative to the perceptions of their men faculty colleagues. These findings are largely consistent with the extant literature and are discussed both with regard to future research directions and recommendations for reducing the perception gap and addressing institutional barriers to gender equity. 

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4. Is the Force Concept Inventory biased across the intersections of gender and race?

   https://doi.org/10.1103/PhysRevPhysEducRes.21.010137  

   Buncher, John B; Nissen, Jayson M; Van_Dusen, Ben; Talbot, Robert M (April 2025, Physical Review Physics Education Research)

   Research-based assessments (RBAs) allow researchers and practitioners to compare student performance across different contexts and institutions. In recent years, research attention has focused on the student populations these RBAs were initially developed with because much of that research was done with “samples of convenience” that were predominantly white men. Prior research has found that the Force Concept Inventory (FCI) behaved differently for men and women using differential item functioning (DIF) analysis. We extend this research in two ways. First, we test the FCI for DIF across the intersection of gender and race for Asian, Black, Hispanic, White, and White Hispanic men and women. Second, we apply the Eaton and Willoughby five-factor model of the FCI to interpret the results of the DIF analysis. We found large DIF on a large number of FCI items. The patterns of items with large DIF follows the five-factor model. The alignment of DIF with this factor structure, along with the measurement invariance of this factor structure across these ten social identities, indicates that the items on the FCI are likely not biased but are instead measuring real differences in physics knowledge among these groups. We frame these differences as educational debts that society owes to these marginalized groups that physics instruction needs to actively repay. 

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5. The Intersection of Being Black and Being a Woman: Examining the Effect of Social Computing Relationships on Computer Science Career Choice

   https://doi.org/10.1145/3377426  

   Ross, Monique; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip (May 2020, ACM Transactions on Computing Education)

   null (Ed.)

   Computer science (CS) has been identified as one of the fastest-growing professions, with demand for CS professionals far outpacing the supply of CS graduates. The necessity for a trained CS workforce has compelled industry and academia to evaluate strategies for broadening participation in CS. The current literature in CS education emphasizes the importance of social relationships and supports for individuals from underrepresented groups. Unfortunately, this literature has largely been limited to either the exploration of issues of women or that of underrepresented racial/ethnic groups. These limited views generalize characteristics of specific underrepresented groups without considering intersections between these groups. This quantitative study ( n = 3,206) addressed that shortcoming by leveraging inferential statistical methods to examine (i) the similarities and differences between the social CS-related experiences of Black women, Black men, and non-Black women in the United States; (ii) the relationship between these experiences and CS career choices; and (iii) the activities during which significant social experiences might occur. The results indicate that Black women's social experiences are often different from the experiences of both Black men and non-Black women. In particular, both Black men and non-Black women had more CS friends than Black women, whereas having these friends was more significant for the CS career choice for Black women. Introductions to CS in school, before college, were negatively related to career choice for all groups, whereas home support was positive for both Black women and men. This work suggests that considering intersectionality is important to understanding the needs of different individuals, as well as the importance of social supports for persistence in CS. 

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