Italian middle school math teachers’ implicit gender stereotypes about math widen classroom gender gaps.

Intersectional stereotypes about gender and race hinder the advancement of women, Latinx people, and African Americans in STEM.

A radio program in Mexico decreased personal and perceived social acceptance of violence against women.

The presence of a female role model can buffer women’s math test performance in the face of gendered stereotypes that can cause stress and lead women to underperform men in this field.

Interventions designed to counteract the negative psychological impacts of social marginalization can help close the gender gap in STEM fields. 

One-time exposure to stereotypical depictions of women on television has a greater impact than counter-stereotypical representation on young girls’ perception of STEM careers.

Social forces, such as stereotype threat, can cause women to underperform men in math examinations. This achievement gap can be closed or even reversed when strategies are implemented during testing that eliminate this threat, such as including statements at the beginning of an exam that indicate both genders tend to perform equally well on it.

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.