Programs highlighting the pervasiveness of gender bias may contribute to the mindset that gender bias cannot be changed. However, discussing concrete tools for addressing bias in such trainings can promote participants' belief in their ability to take action to address bias.

Subtle shifts in linguistic cues, such as describing science as an action instead of as an identity, may decrease the gender gap in science among young children.

Beyond merely exposing girls to role models, actively encouraging girls to choose a role model may improve their sense of fit in science.

Inside STEM organizations, Black women report feeling greater trust and belonging when there is perceived allyship from other female employees.

Anonymizing information, such as gender, about grant applicants reduced gender bias, particularly in male reviewers, who tended to rate female applicants significantly worse than male applicants.

Black female students are statistically least recommended and rated as least prepared for AP Calculus by high school counselors, which has implications for their likelihood of success in the long-term.

Girls who have female doctors in childhood are significantly more likely to pursue STEMM fields in their education. This exposure to female doctors can also improve their intergenerational mobility.

Italian middle school math teachers’ implicit gender stereotypes about math widen classroom gender gaps.

Intersectional stereotypes about gender and race hinder the advancement of women, Latinx people, and African Americans in STEM.

Featuring Black women scientists on science companies’ websites is one recruitment practice that can close gender and racial gaps within STEM fields by increasing feelings of trust and belonging for Black women job applicants.