In 4 studies, the authors examined the effect of approaching Blacks on implicit racial attitudes and immediacy behaviors. In Studies 1-3, participants were trained to pull a joystick toward themselves or to push it away from themselves when presented with photographs of Blacks, Whites, or Asians before completing an Implicit Association Test to measure racial bias. In Study 4, the effect of this training procedure on nonverbal behavior in an interracial contact situation was investigated. Results from the studies demonstrated that approaching Blacks decreased participants' implicit racial prejudice and increased immediacy when interacting with a Black confederate. The implications of these findings for current theories on approach, avoidance, and intergroup relations are discussed.

This study examined the perceptions of undergraduate women in male-dominated academic areas. First-year and finalyear female undergraduates in a male-dominated academic area (i.e., math, science, or engineering) reported higher levels of discrimination and stereotype threat than women in a female-dominated academic area (i.e., arts, education, humanities, or social science), and men in either a male-or female-dominated academic area. Moreover, women in a male-dominated academic area were most likely to report thinking about changing their major. These findings suggest that female college students majoring in math, science, and engineering continue to perceive additional gender-based obstacles in their field.

Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial bias would be reduced following exposure to positive Black exemplars. Results showed that children's implicit pro‐White bias was reduced following exposure to positive Black exemplars, but only for older children (Mage = ~10 years). Younger children's (Mage = ~7 years) implicit bias was not affected by this intervention. These results suggest developmental differences in the malleability of implicit racial biases and point to possible age differences in intervention effectiveness.

Women underperform on standardized math tests compared to men. However, girls perform as well if not better than boys in math. In this paper, it is proposed that this discrepancy may be explained in part by a process of stereotype stratification, in which targets of a negative in‐group stereotype view themselves as a member of a subgroup to which the stereotype does not apply. Two experiments with elementary‐school children provide support for this theory. In Study 1, girls placed advanced math pictures with males more often than basic math pictures. In addition, girls rated men as liking and as being better at math than women, but viewed boys and girls as being equal on these variables. In Study 2, girls were more likely to draw a man when told a story about an adult mathematician, but were more likely to draw a girl when told of a child mathematician. The social and educational implications of these findings are discussed.

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