Despite being an underrepresented group in STEM professions, Black women are relatively less likely than white women to associate STEM with masculinity, and more likely to begin STEM studies in college.

Hands-on learning techniques are more effective in teaching about sexism, reducing information rejection and increasing feelings of self-empowerment.

When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.

Encouragement via email can increase female students’ interest in STEM conferences.

An organizational intervention that promotes workers’ flexibility and supervisor support increases job-related well-being among IT workers, as well as general well-being among women.

Older women were less likely than younger women to be offered interviews for entry-level positions, despite having resumes with matched characteristics.

When STEM role models defy multiple stereotypes, their achievements appear unattainable to middle-school girls, who lose interest in STEM.

When cultural stereotypes portray women as less competent than men on a task, women judge their abilities more harshly, use a higher standard than men, and show less interest in related careers.

Women’s perceptions of the tasks and goals associated with a political career impact their level of political ambition.

A 10-week, yoga-based mindfulness program reduced symptoms of PTSD among women with chronic, treatment-resistant PTSD.