Female students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes, with no difference in their language grades.

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

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.

Stereotype threat affects women, but not men, resulting in their underperformance on counter-stereotypical tasks like math.

Educational conditional cash transfer programs lead to “win-win” scenarios for girls: increases in their schooling and reductions in risky sexual behavior.

Mentoring young female professors in economics, an academic field in which women are historically underrepresented, can lead to an increase in their likelihood of staying in academia and of receiving tenure at a top 30 or 50 economics program in the world,  relative to their peers without mentors.

When female math, science, and engineering students view situations in which they are the minority, they experience more physiological and cognitive vigilance and a lower sense of belonging. 

Lowering the barriers to education by providing free school uniforms lowered girls’ and boys’ dropout rates, reduced teen pregnancy within marriage, and decreased teen marriage rates.

Gender gaps in risk taking and altruism—two differences offered as contributing factors to wage and labor market gender gaps—begin by adolescence, where girls are found to be more altruistic, less risk taking, and equally as competitive as boys, except in the area of math.

In a competitive test-taking environment (like the SAT) with penalties for wrong answers, women are less willing to guess, resulting in a loss of potential points and lower scores compared with male test-takers.