Recognizing that effort is normal and necessary for success, rather than emphasizing the importance of  “natural talent”, can increase women’s sense of belonging and motivation to continue in male-dominated STEM fields.

An online training program helps women develop the resilience, confidence, and problem-solving skills to persist in their pursuit of PhDs in STEM.

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.

Egyptian men and women respond more favorably to an argument for women’s political leadership that draws on the Qur’ān than to an argument based on scientific studies.

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.

“Labeled Cash Transfers” encourage school participation, particularly girls’ re-enrollment in school after dropping out, at a lower cost than traditional Conditional Cash Transfers.

Cultural differences can impact the gender gap in competitiveness, as evidenced by three ethnic groups with differing gender role expectations in China.

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.