An online mentoring program in Germany supports girls’ development in STEM, with greater reach and similarly positive results when compared to traditional in-person mentoring.

Conflict between women is perceived as more problematic than conflict between men, or conflict between a woman and a man—even in otherwise identical workplace scenarios.

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.

Highlighting the competitive nature of the political process discourages politically active women—but not men—from seeking information on running for office.

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.

When presented with evidence of how gender bias disadvantages women in STEM fields, men evaluate this research more negatively than women.

An integrated, school-based intervention among girls in early adolescence led to healthier behaviors in nutrition, hygiene, reproductive health, and use of health services.

Based on fictitious resumes, LGBTQ women received fewer invitations to interview than perceived heterosexual women when applying online to jobs in several states.