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Abstract Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions in a sample of 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that moral disengagement was significantly and negatively related to each step of the model for White students, but for students of color, it was only significantly negatively associated with Act. Empathy was significantly and positively associated with Interpret, Accept, and Act for White students. For student of color, however, there was a significant and positive association solely between Empathy and Act. For both White students and students of color, self-efficacy was positively associated with Notice, Interpret, Accept, Know, and Act. Finally, race did not significantly moderate any relationships. Strengths, limitations, future directions for research, and implications of the study findings are discussed. 

Limited literature has investigated the effects of state and institutional merit-based financial aid on student choice of science, technology, engineering, and mathematics (STEM) major fields, an unintended consequence with important implications. By leveraging nationally representative longitudinal data from the Beginning Postsecondary Students, we examined these effects—respectively and jointly—with logistic regressions (LR) and propensity score matching (PSM). Both the LR and PSM results showed that students who receive both state- and institution-awarded merit aid were more likely to major in STEM. For students who only received state-awarded merit aid, the PSM presented significant and positive effects while the LR did not. Institution-only merit aid had no statistically measurable effect. We discuss implications for research, policy, and practice for state- and institution-based financial aid. 

Although gender parity has been achieved in some STEM fields, gender disparities persist in computing, one of the fastest-growing and highest-earning career fields. In this systematic literature review, we expand upon academic momentum theory to categorize computing interventions intended to make computing environments more inclusive to girls and women and consider how those characteristics vary by the success of the intervention. Particular attention is given to the efficacy of broadening participation and success for women in computer science, information technology, and related fields. After scrutinizing 168 relevant studies, 48 met the inclusion criteria and were included. We introduce a framework for gender equity in computing, expanding on existing research on academic and STEM momentum to encompass new domains representing social and structural momentum. Our analysis reveals the complex roles of intervention domains, strategies, goals, levels, and duration in shaping their efficacy. Implications for theory, research, and practice are discussed. 

Introduction. Although the demand for graduates with Science, Technology, Engineering, and Mathematics (STEM) credentials continues to climb, women remain underrepresented as both students and faculty in STEM higher education. Compounding social forces can hinder organizational change for gender equity in STEM, constraining institutions and individuals within them. This study advances macrostructural theory to examine the impact of gender composition (including group size and heterogeneity) of women faculty on structural change, as measured by gender desegregation of STEM degree earners. We advance this theory by incorporating faculty, rather than treating group composition as a static category. Method. This study draws on a federal repository of data to assess institutional change in the share of STEM women faculty in the U.S. We employ quasi-experimental methods to explore the following research questions: (1) does hiring more women onto an institution’s faculty roster shrink the gender gap among STEM degree earners? and (2) does segregation of faculty by gender within institutions shape the gender gap among STEM degree earners? Findings. While institutional efforts herald their efforts of hiring more women faculty, our findings indicate that gender desegregation of STEM degree earners partially depends on the promotion of women faculty to tenure. Discussion. Implications for theory, policy, and practice are discussed, with a focus on institutional-level change.< 

Implementation of a new instruction set architecture (ISA) is a non-trivial task which involves significant modifications to the system software, such as the compiler, the assembler, and the linker. This task also includes modifying and verifying functional and cycle accurate simulators to facilitate correct simulation and performance evaluation of programs under the new ISA. Isolating errors in these software components becomes extremely challenging and demands automated and semi-automated mechanisms since neither the compilation infrastructure nor the simulation infrastructure can be trusted as both parties have been heavily modified. Bootstrapping a new ISA is very common in embedded systems since there is a greater variety of embedded ISAs due to often not having a need to support backward compatibility of executables. In this paper, we present the tools and the verification mechanisms we have implemented to support the development of a number of related, but distinct ISAs. These ISAs are similar in complexity to the RISC-V ISA, and range from simple pipelined and superscalar processor ISAs, to a complete VLIW ISA. Our work in developing the system software and simulators for these ISAs demonstrate that a step-by-step semi-automated approach which relies on simple invariants can facilitate effective bootstrapping of the complete system software and the simulator infrastructure. 

To sustain the higher education industry and address U.S. economic downturns, researchers must prioritize research on undergraduates aged 24 or above – contemporary students. This empirical study finds contemporary students have lower chances of attaining degrees—any degrees—than their younger peers. Using nationally representative U.S. data from the Beginning Postsecondary Longitudinal Study, our interaction models reveal that the penalty experienced by contemporary-age students is more significant at four-year colleges where older students are less than half as likely to attain degrees as their younger peers. Transferring also distinctly and positively enhances the predicted probability of degree attainment for contemporary-age students (p < .000), reducing the age penalty. Our findings underscore the significance of prioritizing contemporary students in research and practice to increase degree attainment. We close with implications for practice, policy, and research.