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"A 2010 research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics (STEM) presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers - including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities - that continue to block women's progress in STEM. The report also includes up-to-date statistics on girls' and women's achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women."

"As so many studies have demonstrated, success in math and the hard sciences, far from being a matter of gender, is almost entirely dependent on culture - a culture that teaches girls math isn't cool and no one will date them if they excel in physics; a culture in which professors rarely encourage their female students to continue on for advanced degrees; a culture in which success in graduate school is a matter of isolation, competition and ridiculously long hours in the lab; a culture in which female scientists are hired less frequently than men, earn less money and are allotted fewer resources. And yet, as I listened to these four young women laugh at the stereotypes and fears that had discouraged so many others, I was heartened that even these few had made it this far, that theirs will be the faces the next generation grows up imagining when they think of a female scientist."

It isn't just that fewer women choose to go into fields involving science, engineering, technology and math. Even when they do and are successful, women are more likely than men to quit. Psychological research suggests the gender disparity may be, at least in part, the result of of a vicious psychological cycle.

This talk by Toni Schmader, Professor of Psychology at University of British Columbia, is part of "Women and STEM: How stereotypes undermine the interest and success of women in science, technology, engineering, and math," a Faculty Curator Speaker Series organized by Jenessa Shapiro, Assistant Professor in the Department of Psychology at UCLA. This series addresses the question of why women continue to be underrepresented and underperforming in the fields of science, technology, engineering, and math. Rather than focusing on possible biological or socialization factors, this series considers the role of stereotype threat. Speakers will present research demonstrating the emergence of stereotype threat in STEM domains, the mechanism that account for this phenomenon, and the ways in which we can intervene to prevent the deleterious influence of stereotype threat. The UCLA Center for the Study of Women is an internationally recognized center for research on gender, sexuality, and women's issues and the first organized research unit of its kind in the University of California system.

Tiltfactor Laboratory's buffalo is a 20-minute card game for 2-8 players, ages 14 and older. It was created as part of a National Science Foundation-funded project to design and study games to combat implicit bias and stereotype threat against girls and women in science, technology, engineering, and math (STEM) fields.

his talk by Joshua Aronson, Professor of Applied Psychology at New York University, is part of "Women and STEM: How stereotypes undermine the interest and success of women in science, technology, engineering, and math," a Faculty Curator Speaker Series organized by Jenessa Shapiro, Assistant Professor in the Department of Psychology at UCLA. This series addresses the question of why women continue to be underrepresented and underperforming in the fields of science, technology, engineering, and math. Rather than focusing on possible biological or socialization factors, this series considers the role of stereotype threat. Speakers will present research demonstrating the emergence of stereotype threat in STEM domains, the mechanism that account for this phenomenon, and the ways in which we can intervene to prevent the deleterious influence of stereotype threat. The UCLA Center for the Study of Women is an internationally recognized center for research on gender, sexuality, and women's issues and the first organized research unit of its kind in the University of California system.

Science Correspondent Cara Santa Maria summarizes the findings of AAUW's 2010 report, Why So Few?, which explores causes of the gender gap in STEM fields. Cites over 300 experiments illustrate the validity of this research. At puberty the gender gap expands dramatically. Interventions suggested: 1) More female representation in the curriculum 2) Expose the biases.

Dr. Aronoson's talk will focus on the ways that we as individuals and as a university community might reduce the effects of stereotype threat. Aronson asserts, "We have found that we can do a lot to boost both achievement and the enjoyment of school by understanding and attending to these psychological processes." Aronson got his Ph.D. in Psychology at Princeton and currently is an Associate Professor of Psychology at NYU. His research has concentrated on"stereotype threat, and in particular the impact of well-known cultural stereotypes on the intellectual performance and academic motivation in black, Latino and female college students. You can learn more about Aronson at his website. Sponsored by the Center for the Advancement of Teaching and Learning, and African and African-American Studies at Elon, with financial support from the Fund for Excellence in the Arts and Sciences. Special thanks to Dr. Buffie Longmire Avital, Department of Psychology.

Sian Beilock's blog on "brain science behind "choking under pressure" and the many factors influencing all types of performance: from test-taking to public speaking to your golf swing. "