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Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We

Why do some people adapt to the risks of climate change, while others do not? This Element provides an in-depth overview of the psychology of climate change adaptation. It begins with an overview of adaptation behaviour and highlights the importance of successful adaptation by individuals and households. Key psychological theories are introduced that can explain adaptation behaviour and the role of a wide variety of motivational variables in adaptation behaviour is discussed, such as risk perception, experiences with climate-related hazards, and perceived responsibility. Next, the authors examine three examples of how this psychological knowledge has been used to develop and test interventions to promote adaptation behaviour in real-world settings. After which, the relationship between climate adaptation behaviour and climate mitigation behaviour are considered and the potential for integrating these bodies of literature is put forward. It concludes with an agenda for future

Widespread belief in the benefits of empathy and its healing power is evident in public discourse and across diverse news and social media outlets around the world. Yet research reveals that empathy can sometimes have adverse effects on individuals' intergroup attitudes and behavior. A link between empathy and concerns with negative evaluation helps explain why empathy can backfire. Accordingly, using the minimization of evaluative concerns as an organizing principle, the author makes recommendations regarding when and how to encourage empathy in intergroup contexts, so that its potential to foster stronger social bonds across group boundaries can be fully realized.

The central question of this Element is this: What does it mean to be transgender - in general and in specific ways? What does the designation mean for any individual and for the groups in which the individual exists? Biologically, what occurs? Psychologically, what transpires? The Element starts with the basics. The authors question some traditional assumptions, lay out some bio-medical information, and define their terms. They then move to the question of central concern, seen first in terms of the individual and then in terms of the group or society. They conclude with some implications, urging some new approaches to research and suggest some applications in the classroom and beyond.

This Element reviews the social psychology of effective collective action, highlighting the importance of considering activists' goals, timeframes, and psychological perspectives in seeking to conceptualise this construct. A novel framework 'ABIASCA' maps effectiveness in relation to activists' goals for mobilisation and change (Awareness raising; Building sympathy; turning sympathy into Intentions; turning intentions into Actions; Sustaining groups over time; Coalition-building; and Avoiding opponents' counter-mobilisation). We also review the DIME model of Disidentification, Innovation, Moralization and Energization, which examines the effects of failure in creating trajectories of activists' disidentification from collective action; innovation (including to radicalisation or deradicalisation); and increased moral conviction and energy. The social psychological drivers of effective collective action for four audiences are examined in detail, in four sections: for the self and