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.

The presence of diversity programs (such as diversity training or affirmative action) makes it more difficult for women to detect sexism, than when diversity structures are absent.

Entrepreneurs displaying stereotypically “feminine” behaviors during venture capital “elevator pitch competitions” are less likely to be selected as finalists regardless of actual gender. 

White men perceive companies that highlight their gender diversity (by including White women) as being more prestigious than companies that do not, while companies that highlight gender and racial diversity are not seen as more prestigious by White men.

Innovative research by women is underfunded because of gender differences in writing style.

Reminders of historic injustices against women increase men’s denial of current gender discrimination, thereby decreasing their support for employment equity policies that aim to promote the hiring of women.

When employers are informed that the norm is to hire more candidates of one gender, they tended to not exhibit norm-abiding behavior, with men demonstrating backlash.

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.

During group deliberations, the act of expressing anger increases a man’s influence but decreases a woman’s influence.