Gender stereotypes have changed: A cross-temporal meta-analysis of U.S. public opinion polls from 1946 to 2018.

This meta-analysis integrated 16 nationally representative U.S. public opinion polls on gender stereotypes (N = 30,093 adults), extending from 1946 to 2018, a span of seven decades that brought considerable change in gender relations, especially in women's roles. In polls inquiring about communion (e.g., affectionate, emotional), agency (e.g., ambitious, courageous), and competence (e.g., intelligent, creative), respondents indicated whether each trait is more true of women or men, or equally true of both. Women's relative advantage in communion increased over time, but men's relative advantage in agency showed no change. Belief in competence equality increased over time, along with belief in female superiority among those who indicated a sex difference in competence. Contemporary gender stereotypes thus convey substantial female advantage in communion and a smaller male advantage in agency but also gender equality in competence along with some female advantage. Interpretation emphasizes the origins of gender stereotypes in the social roles of women and men. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

When Do Growth Mindset Interventions Work?

Can teaching students about brain plasticity improve their grades? A recent large, national experiment (Yeager et al.) found that a brief growth mindset intervention improved lower-achieving adolescents' grades by 0.10 points. Debate about interpreting the study's findings illustrates the need to consider effect heterogeneity and contextual factors when evaluating effect sizes.

The Development of Children's Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies.

This meta-analysis, spanning 5 decades of Draw-A-Scientist studies, examined U.S. children's gender-science stereotypes linking science with men. These stereotypes should have weakened over time because women's representation in science has risen substantially in the United States, and mass media increasingly depict female scientists. Based on 78 studies (N = 20,860; grades K-12), children's drawings of scientists depicted female scientists more often in later decades, but less often among older children. Children's depictions of scientists therefore have become more gender diverse over time, but children still associate science with men as they grow older. These results may reflect that children observe more male than female scientists in their environments, even though women's representation in science has increased over time.

Sexual Arousal Patterns of Autogynephilic Male Cross-Dressers.

Men's sexual arousal patterns have been an important window into the nature of their erotic interests. Autogynephilia is a natal male's paraphilic tendency to be sexually aroused by the thought or image of being a woman. Autogynephilic arousal per se is difficult to assess objectively, because it is inwardly focused. However, assessing sexual arousal patterns of autogynephilic males in response to external stimuli is also potentially useful. For example, there is substantial association between autogynephilia and gynandromorphophilia (GAMP), or sexual attraction to gynandromorphs (GAMs), colloquially "she-males." GAMP men's sexual arousal patterns in response to GAM, female, and male stimuli have recently been characterized. In the present study, we extended this understanding by comparing the sexual arousal patterns of autogynephilic male cross-dressers, GAMP men, heterosexual men, and homosexual men. Erotic stimuli included sexually explicit videos of men, women, and GAMs. Autogynephilic men were much more similar in their arousal patterns to heterosexual and GAMP men than to homosexual men. However, similar to GAMP men, autogynephilic men showed increased arousal by GAM stimuli relative to female stimuli compared with heterosexual men.

Scientific Eminence: Where Are the Women?

Women are sparsely represented among psychologists honored for scientific eminence. However, most currently eminent psychologists started their careers when far fewer women pursued training in psychological science. Now that women earn the majority of psychology Ph.D.'s, will they predominate in the next generation's cadre of eminent psychologists? Comparing currently active female and male psychology professors on publication metrics such as the h index provides clues for answering this question. Men outperform women on the h index and its two components: scientific productivity and citations of contributions. To interpret these gender gaps, we first evaluate whether publication metrics are affected by gender bias in obtaining grant support, publishing papers, or gaining citations of published papers. We also consider whether women's chances of attaining eminence are compromised by two intertwined sets of influences: (a) gender bias stemming from social norms pertaining to gender and to science and (b) the choices that individual psychologists make in pursuing their careers.

The bachelor's to Ph.D. STEM pipeline no longer leaks more women than men: a 30-year analysis.

For decades, research and public discourse about gender and science have often assumed that women are more likely than men to "leak" from the science pipeline at multiple points after entering college. We used retrospective longitudinal methods to investigate how accurately this "leaky pipeline" metaphor has described the bachelor's to Ph.D. transition in science, technology, engineering, and mathematics (STEM) fields in the U.S. since the 1970s. Among STEM bachelor's degree earners in the 1970s and 1980s, women were less likely than men to later earn a STEM Ph.D. However, this gender difference closed in the 1990s. Qualitatively similar trends were found across STEM disciplines. The leaky pipeline metaphor therefore partially explains historical gender differences in the U.S., but no longer describes current gender differences in the bachelor's to Ph.D. transition in STEM. The results help constrain theories about women's underrepresentation in STEM. Overall, these results point to the need to understand gender differences at the bachelor's level and below to understand women's representation in STEM at the Ph.D. level and above. Consistent with trends at the bachelor's level, women's representation at the Ph.D. level has been recently declining for the first time in over 40 years.

The new science of cognitive sex differences.

Surprising new findings indicate that many conclusions about sex differences and similarities in cognitive abilities need to be reexamined. Cognitive sex differences are changing, decreasing for some tasks whereas remaining stable or increasing for other tasks. Some sex differences are detected in infancy, but the data are complex and depend on task characteristics. Diverse disciplines have revolutionized our understanding of why these differences exist. For instance, fraternal-twin studies align with earlier literature to help establish the role of prenatal androgens and large international datasets help explain how cultural factors such as economic prosperity and gender equity affect females and males differently. Understanding how biological and environmental factors interact could help maximize cognitive potential and address pressing societal issues.