One-time exposure to stereotypical depictions of women on television has a greater impact than counter-stereotypical representation on young girls’ perception of STEM careers.

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.

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.

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.

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.

When STEM role models defy multiple stereotypes, their achievements appear unattainable to middle-school girls, who lose interest in STEM.

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.

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.

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