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.

Despite explicit intentions to be gender neutral, a Facebook ad for STEM careers was shown more often to men than women, potentially due to economic forces and competition among advertisers. 

In an online video game, lower-skilled male players are more hostile towards female players due to a female threat in a male-dominated social hierarchy.

Participating in online sexist behavior increases levels of hostile sexism and has offline impacts in the workplace.

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.

Résumés signaling high socioeconomic class status made male applicants, but not female applicants, more likely to be selected for a job interview at elite law firms.

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.

In a study of Malawi farmers, women learn an agricultural technique as easily as men, but are unsuccessful in spreading this knowledge to others.

Job advertisements that use masculine wording are less appealing to women.

Older women were less likely than younger women to be offered interviews for entry-level positions, despite having resumes with matched characteristics.