There has been extensive discussion about gender gaps in representation and career advancement in the sciences. However, psychological science itself has yet to be the focus of discussion or systematic review, despite our field’s investment in questions of equity, status, well-being, gender bias, and gender disparities. In the present article, we consider 10 topics relevant for women’s career advancement in psychological science. We focus on issues that have been the subject of empirical study, discuss relevant evidence within and outside of psychological science, and draw on established psychological theory and social-science research to begin to chart a path forward. We hope that better understanding of these issues within the field will shed light on areas of existing gender gaps in the discipline and areas where positive change has happened, and spark conversation within our field about how to create lasting change to mitigate remaining gender differences in psychological science.

Bertrand & Mullainathan (2002) found evidence that race-typed names can have a significant influence on the evaluation of re´sume´s. The current study expanded on their research by manipulating both the race (Asian American, Black, Hispanic, White) and quality of the re´sume´(high, low), and by considering occupational stereotypes as an explanatory mechanism. White male participants (N 5 155) read a fictitious re´sume´, evaluated the applicant, and judged his suitability for jobs. The results revealed that Asian American individuals were evaluated highly for highstatus jobs, regardless of their re´sume´quality. White and Hispanic applicants both benefited from a high-quality re´sume´, but Black applicants were evaluated negatively, even with strong credentials. Results of mediation analyses demonstrated that occupational stereotypes accounted for the relationship between race and evaluations of applicants.

In light of renewed debate regarding publication rigor and ethics, this commentary raises questions about the subjectivity of the peer review process. We argue that the same biases organizational scientists consider as topics of our research-such as confirmation bias, negative bias, anchoring and adjustment, overconfidence bias, and social dynamics-may infect the scholarship process. In addition to these general phenomena, we examine subtle biases that may be unique to or exacerbated within diversity management scholarship. We describe the theoretical basis of such biases and offer preliminary evidence of their nuanced manifestations before outlining suggestions for their reduction.

Employment discrimination-a legal, social, moral, and practical problem-has been a persistent focus of narrow scholarship in the since its inception. Indeed, this article identifies the environmental characteristics, conceptual underpinnings, dominant methodologies, research questions and findings across 508 articles published on discrimination in the journal over the last 100 years. Emergent themes document signs of stability and change in 3 eras: an era wherein discrimination research was itself discriminatory (1917-1969), the heyday of discrimination research (1970-1989), and an era of unsteady progress (1990-2014). This synthesis suggests that, although increasingly sophisticated methodological approaches have been applied to this topic, the targets of focus and theories driving research have largely been static. Additionally, research published on discrimination in the has often trailed too far behind the times. Specific recommendations for advancing the psychological study of employment discrimination in applied contexts are provided. (PsycINFO Database Record

PurposeThe current piece summarizes five critical points about racism from the point of view of black scholars and allies: (1) black people are experiencing exhaustion from and physiological effects of racism, (2) racism extends far beyond police brutality and into most societal structures, (3) despite being the targets of racism, black people are often blamed for their oppression and retaliated against for their response to it, (4) everyone must improve their awareness and knowledge (through both formal education and individual motivation) to fight racism and (5) anti-racist policies and accountability are key to enact structural reformation.FindingsThe first three of these points detail the depths of the problem from the perspectives of the authors and the final two lay out a call to action.Practical implicationsThis viewpoint is the joint effort of 14 authors who provided a unified perspective.Originality/valueThis was one of the most original experiences the authors have had – working with 13 former/current students on joint perspectives about police brutality and racism more generally. The authors thank for the opportunity.