A classroom with a non-stereotypical look creates more inclusive signals of who belongs—increasing high school girls’ interest in computer science without deterring boys.

Highlighting the competitive nature of the political process discourages politically active women—but not men—from seeking information on running for office.

When presented with evidence of how gender bias disadvantages women in STEM fields, men evaluate this research more negatively than women.

Based on fictitious resumes, LGBTQ women received fewer invitations to interview than perceived heterosexual women when applying online to jobs in several states.

Sexual harassment training has varying effects on men’s perceptions of women’s competence, status, and likability—depending on whether the training is led by a woman or a man.

Men whose gender identity was threatened demonstrate stronger masculine preferences (such as belief in male superiority) and dominant attitudes, and men with high testosterone levels showed significantly strong reactions to masculinity threats.

While public recognition for altruism inspires some people to donate more, women tend to choose contributions closer to the average, suggesting that they do not want positive or negative attention.

Women have a higher number of life goals than men, though a smaller proportion of these goals involves achieving power at work. Women also find high-level positions just as attainable but much less desirable than men, anticipating more negative outcomes and greater conflict with other life goals.

When female students are reminded of successful role models whom they deem deserving of their success, they feel less pressure to represent their group through performance on a test.

When an organization is failing, Black women leaders are evaluated more negatively than Black men, white women or white men.