Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability.

Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys' perceptions of girls' STEM ability. Boys (N = 667; mostly White and East Asian) aged 9-15 years in Canadian STEM summer camps (2017-2019) had an intervention or control conversation with trained camp staff.

Why Antibias Interventions (Need Not) Fail.

There is a critical disconnect between scientific knowledge about the nature of bias and how this knowledge gets translated into organizational debiasing efforts. Conceptual confusion around what implicit bias is contributes to misunderstanding. Bridging these gaps is the key to understanding when and why antibias interventions will succeed or fail.

Mapping social exclusion in STEM to men's implicit bias and women's career costs.

Why are women socially excluded in fields dominated by men? Beyond the barriers associated with any minority group's mere numerical underrepresentation, we theorized that gender stereotypes exacerbate the social exclusion of women in science, technology, engineering, and math (STEM) workplaces, with career consequences. Although widely discussed, clear evidence of these relationships remains elusive. In a sample of 1,247 STEM professionals who work in teams, we tested preregistered hypotheses that acts of gendered social exclusion are systematically associated with both men's gender stereotypes (Part 1) and negative workplace outcomes for women (Part 2).

Female peer mentors early in college increase women's positive academic experiences and retention in engineering.

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare.

Inherence is an aspect of psychological essentialism.

Inherence is not a distinct construct from psychological essentialism; it is one of several underlying beliefs. I propose that inherence is only one entry point to the perception of an essence and posit that context may influence which aspects of essentialist reasoning precede inferring an essence. I also discuss how psychological essentialism can uniquely account for violations of category-based expectancies.

Is There Release from Masking from Isomorphism between Perception and Action?

The phenomenon of "entry into awareness" is one of the most challenging puzzles in neuroscience. Research has shown how entry is influenced by processes that are "bottom-up" (e.g.

'Be prepared': an implemental mindset for alleviating social-identity threat.

Stereotype threat occurs when people who belong to socially devalued groups experience a fear of negative evaluation, which interferes with the goal of staying task focused. The current study was designed to examine whether priming socially devalued individuals with an implemental (vs. a deliberative) mindset, characterized by forming a priori goal-directed plans, would help these individuals to overcome threat-induced distracting states.