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

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.

Boys are more likely than girls to engage in competition and this gender gap affects girls’ willingness to choose math intensive tracks in their school and future careers.

Although men outperform women in time-pressured math-based competition, women perform equally well in math-based competition without time constraints.

Introduction of village-based schools closer to children increases enrolment and achievement, especially for girls.

Observing and interacting with female experts in STEM fields improved female students’ attitudes towards those fields and increased their interest in pursuing STEM careers. 

Female students perform significantly better in introductory math and science courses if taught by female faculty, and they are more likely to pursue majors in science, technology, engineering or math.