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Despite increasing numbers, women faculty are still underrepresented at higher ranks and in leadership positions in the professoriate. Recent research suggests that gendered microaggressions, a particular expression of subtle gender bias, have a powerful, cumulative negative impact on women faculty's access to research support and advancement. Bystander interventions are a promising avenue to mitigate their impact. However, little is known about the factors that encourage and/or present barriers to bystander action around microaggressions in the academic work environment-arguably, critical information required in order to design an effective workplace intervention program. A series of 12 semistructured interviews were conducted to explore faculty's current action (or inaction) in response to witnessing microaggressions. Employing a social-ecological lens, findings suggest that facilitators and barriers to bystander action exist at the individual, interpersonal, and organizational levels. Implications for the development of workplace bystander intervention programs in the academy are discussed.

Social bond theory suggests that strong bonds to school influence better outcomes on measures of educational progress and success. However, we know little about the relationship between social bonding to school and dropout for racial/ethnic minorities, or how this relationship varies across school settings. We examine how five types of social bonding (attachment, academic and sports involvement, commitment, and belief) influence the likelihood of dropout for racial/ethnic minorities in urban, suburban, and rural schools using national survey data. Results suggest that strong social bonds to school have the potential to mitigate some of the observed racial/ethnic gaps in dropout risk; however, the opportunity to form such bonds, as well as the strength of their protective effects, vary by student race/ethnicity, type of social bond, and school location.

Social bond theory suggests that strong bonds to school influence better outcomes on measures of educational progress and success. However, we know little about the relationship between social bonding to school and dropout for racial/ethnic minorities, or how this relationship varies across school settings. We examine how five types of social bonding (attachment, academic and sports involvement, commitment, and belief) influence the likelihood of dropout for racial/ethnic minorities in urban, suburban, and rural schools using national survey data. Results suggest that strong social bonds to school have the potential to mitigate some of the observed racial/ethnic gaps in dropout risk; however, the opportunity to form such bonds, as well as the strength of their protective effects, vary by student race/ethnicity, type of social bond, and school location.