In this article, we outline the evidence regarding the status effects of physical attractiveness, paying particular attention to outcomes in the areas of jobs, crime, performance evaluations, power, health perceptions, and exchange. The framework of status characteristics theory is used to guide our explication. The role of attractiveness in marketing is also discussed. While the literature generally supports the idea that attractiveness is good for people, we also consider evidence that beauty can be detrimental for some individuals in certain situations. Issues of race and gender are also considered as well as future research directions.

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Helping students learn to identify and respond to situations involving discrimination is important, especially in fields like Computer Science where there is evidence of an unwelcoming climate that disproportionately drives underrepresented students out of the field. While students should not be considered responsible for fixing issues around discrimination in their institutions, they do have a role to play. In this paper, we present the results of a study in which 318 undergraduate computer science majors were presented with scenarios of discrimination and asked to identify the issues, rate the severity of the issues, and ideate 3-5 responses to address the described situations. They were also asked to identify which of their responses would likely be most effective in addressing discrimination and which of their responses they would be most likely to use if they were in the situation described in real life. Our results show that while students generally are able to identify various forms of discrimination (sexism, racism, religious discrimination, ethnic discrimination, etc.), any ambiguity in a scenario led to students describing the scenario as less severe and/or as an example of oversensitivity. We also show that students come up with many passive responses to scenarios of discrimination (such as ignoring the situation or wishing it had not happened in the first place). Students in our study were more likely to say they would deploy passive responses in real life, shying away from responses that involve direct confrontation. We observed some differences between student demographic subgroups. Women and BIPOC students in CS tend to think these issues are more severe than men and White and Asian students in CS. Women are more likely to ideate direct confrontation responses and report willingness to use direct confrontation responses in real situations. Our work contributes a methodology for examining student awareness and understanding of diversity issues as well as a demonstration that undergraduate computer science students need help in learning how to address common situations that involve either intentional or unintentional discrimination in an academic environment.

An organization with high undergraduate enrollment, the College of Computing and Informatics at UNC Charlotte is undergoing a sustainable pedagogical shift. Our Graduate Teaching Assistants (GTAs) being a crucial part to sustain this change, are also facing a shift in their climate. We aim to present measurement to gauge our GTAs' climate under this pedagogical climate shift. For this purpose, we have analyzed 184 survey responses from GTAs and developed three constructs: Self-Competence, GTA-to-Faculty Relations and Community Belonging. Exploratory Factor Analysis was used to identify the underlying factors, exhibiting 13 items retaining to these three constructs with a Cronbach's alpha of 0.94. This measurement shows that with engaged classroom practices, we are also fostering an engaged climate for our GTAs. CCS CONCEPTS• Social and professional topics → Computing profession.

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