To address the stranger-to-stranger critique of stereotyping research, psychology students (n = 139) and law students (n = 58) rated photographs of familiar or unfamiliar male or female professors on competence. Results from Study 1 indicated that familiar male psychology faculty were rated as more competent than were familiar female faculty,…

We investigated academic buoyancy - and its predictors and outcomes - among female students attending all-girls and coeducational schools. We examined data from 1,254 female students. Structural equation modeling revealed that students' perceptions of three instructional climate factors (teacher-student relationships, useful content, engaging…

Female role models show promise for inoculating women against the harmful impact of stereotypes impugning their ability in science, technology, engineering, and math (STEM, e.g., Dasgupta in Psychol Inq 22(4):231-246, 2011). We conducted a test of an intervention to leverage the benefits of STEM role models. Female STEM majors (N = 72) in their…

A large body of experimental research on stereotype threat concentrated on immediate consequences of this effect. Far less attention has been given to the underlying mechanisms that may explain accumulative and long-term consequences of stereotype threat. To shed new light on the dynamic of stereotype threat, the current research examined the…

This paper analyses the literature related to the underrepresentation of women academics in order to identify the factors that influence the underrepresentation of women in higher-education teaching, academic leadership and research. In order to accomplish this, we conducted a review of 83 research articles from 2005 to June 2023 available in the…

Exhaustion, as a key facet of burnout, is one of the most common risks that compromises teacher well-being and contributes to a shortage of teachers. While the school social environment has been identified as an influential context for teacher exhaustion, the relative importance of its different facets remains unclear. This study focused on the…

An abundance of literature has examined barriers to women's equitable representation in science, technology, engineering, and math (STEM) fields, with many studies demonstrating that STEM fields are not perceived to afford communal goals, a key component of women's interest in future careers. Using Goal Congruity Theory as a framework, we tested…

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed…

Previous research on the impact of gender stereotypes on female adolescents' feeling of belonging to peer groups has focused on STEM classrooms and activities. This study expands this research and examines if perceptions of group-held gender stereotypes are related to adolescent girls' feelings of belonging to other social groups. Girls (N = 110)…

Gender stereotypes are often viewed as one of the root causes of the gender gap in STEM. According to Eccles' model, they would indirectly influence major choices by shaping expectations of success and values attached to the viable options. However, empirical findings on the link between implicit gender-science stereotypes and college major…

In trying to understand women's underrepresentation in STEM (Science, Technology, Engineering, Mathematics), most existing research focuses on one STEM-field or collapses across all STEM-fields. However, these fields differ vastly in female representation: women tend to be most strongly underrepresented in technological and computer science…

Although many studies have examined gender and racial discrepancies in STEM participation, few have considered variation in the gendered construction of STEM across racial spaces. We applied a cultural psychological perspective to investigate whether variation in conceptions of gender identity across African American and European American settings…

This longitudinal, quantitative survey examined factors predicting 1077 Norwegian adolescents` emotional problems during Upper Secondary School (grades I-III, approximately 16-19 years old) considering the following research question: "To what extent do students in Upper Secondary School experience emotional problems, and how are these…

There is no doubt that connections with other people motivate behavior; yet science is stereotyped as being lonely work devoid of communal connections. Drawing from self-regulation of motivation and goal congruity theories, we ask, does relationship-building in science foster communal perceptions that then increase women's persistence in and…

The current study assessed the impact of three brief interventions aimed at influencing implicit gender bias in Science, Technology, Engineering and Math (STEM) fields. The reduction of this bias is a key consideration as it remains a major barrier to gender equality in STEM. The interventions (psychoeducation, exposure to positive…