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

When cultural stereotypes portray women as less competent than men on a task, women judge their abilities more harshly, use a higher standard than men, and show less interest in related careers.

Promoting diversity lowers performance evaluations for leaders who are women and/or people of color, but not for leaders who are white men.

Public attitudes toward transgender issues, such as bathroom access, can change depending on how the issues are framed.

Assistant instructors who were perceived as female received lower ratings from students than instructors perceived as male, regardless of their actual gender and teaching ability.

Common views of creativity favor stereotypically masculine traits, leading people to perceive women as less creative, and less deserving of recognition and reward.

Conflict between women is perceived as more problematic than conflict between men, or conflict between a woman and a man—even in otherwise identical workplace scenarios.

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.

A classroom with a non-stereotypical look creates more inclusive signals of who belongs—increasing high school girls’ interest in computer science without deterring boys.

Egyptian men and women respond more favorably to an argument for women’s political leadership that draws on the Qur’ān than to an argument based on scientific studies.