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 explicit intentions to be gender neutral, a Facebook ad for STEM careers was shown more often to men than women, potentially due to economic forces and competition among advertisers. 

In an online video game, lower-skilled male players are more hostile towards female players due to a female threat in a male-dominated social hierarchy.

Participating in online sexist behavior increases levels of hostile sexism and has offline impacts in the workplace.

In science communication, the gender of an author as well as the gendered stereotypes assigned to their area of research impact the perceived scientific quality of their work: male scientists and “masculine” topics are frequently perceived as demonstrating higher scientific quality.

Women are more likely than men to have strongly internalized moral identities, leading to more ethical negotiation practices—but the situation can suppress women’s ethical strength.

Women may be encouraged to run for office when structural rather than personal challenges are emphasized to explain the gender gap, but effects vary by race and ethnicity.

Résumés signaling high socioeconomic class status made male applicants, but not female applicants, more likely to be selected for a job interview at elite law firms.

Women and men are equally likely to volunteer as group representatives when chosen randomly, but women are less likely than men to run in an election.

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.