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

Showing the number of current applicants for a job posting increases the likelihood that job seekers—especially women—will apply.

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.

In a study of Malawi farmers, women learn an agricultural technique as easily as men, but are unsuccessful in spreading this knowledge to others.

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.

Job advertisements that use masculine wording are less appealing to 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.

For women in rural China, training on voting rights and responsibilities increased their participation in village elections.