National differences in gender-science stereotypes predict national sex differences in science and math achievement.

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement.

Age-based hiring discrimination as a function of equity norms and self-perceived objectivity.

Participants completed a questionnaire priming them to perceive themselves as either objective or biased, either before or after evaluating a young or old job applicant for a position linked to youthful stereotypes. Participants agreed that they were objective and tended to disagree that they were biased. Extending past research, both the objective and bias priming conditions led to an increase in age discrimination compared to the control condition. We also investigated whether equity norms reduced age discrimination, by manipulating the presence or absence of an equity statement reminding decision-makers of the legal prohibitions against discrimination "on the basis of age, disability, national or ethnic origin, race, religion, or sex." The presence of equity norms increased enthusiasm for both young and old applicants when participants were not already primed to think of themselves as objective, but did not reduce age-based hiring discrimination. Equity norms had no effect when individuals thought of themselves as objective - they preferred the younger more than the older job applicant. However, the presence of equity norms did affect individuals' perceptions of which factors were important to their hiring decisions, increasing the perceived importance of applicants' expertise and decreasing the perceived importance of the applicants' age. The results suggest that interventions that rely exclusively on decision-makers' intentions to behave equitably may be ineffective.

Cumulative and career-stage citation impact of social-personality psychology programs and their members.

Number of citations and the h-index are popular metrics for indexing scientific impact. These, and other existing metrics, are strongly related to scientists' seniority. This article introduces complementary indicators that are unrelated to the number of years since PhD. To illustrate cumulative and career-stage approaches for assessing the scientific impact across a discipline, citations for 611 scientists from 97 U.S. and Canadian social psychology programs are amassed and analyzed. Results provide benchmarks for evaluating impact across the career span in psychology and other disciplines with similar citation patterns. Career-stage indicators provide a very different perspective on individual and program impact than cumulative impact, and may predict emerging scientists and programs. Comparing social groups, Whites and men had higher impact than non-Whites and women, respectively. However, average differences in career stage accounted for most of the difference for both groups.