Having a female role model who possesses traditionally masculine traits like assertiveness and independence might inspire other women to join a company. However, we believe it might also signal a company's masculine work culture, and thus make applying to this company a less appealing choice for female applicants. Our research aims to test the hypothesis that women will be less interested in applying to a company that has stereotypically masculine female role models. In this study we designed with our group, participants will read either a profile of a stereotypically masculine or feminine female employee, and then answer a series of questions about their impressions of the company and their interest in working in that company. We expect the result to show that female participants are less interested in applying for a company when shown with the profile of a masculine female employee. We hope this study will expand our understanding of gender expression in the work environment and develop a novel intervention to increase gender diversity.

 As international students make up an unignorable part of the public university population in the U.S., there is a need to better understand their inclusion and involvement on campus. Inclusion in the university community and local society is not only important for international students' success in their college education, but also critical for the benefits of U.S. colleges in terms of economic revenue, diversity, and knowledge & cultural exchange (Bevis, 2002; Harrison, 2002). In this study, we are interested to learn more about the relationship between international students’ perceived community inclusion and their participation in university services and support programs. In a pilot study, 69 students (36 International, 45 Asian, 18 White, 6 Other racial groups) completed an online survey on the Psychology Online Research Pool Program at the University of Washington. Preliminary analyses show that international students show significantly less sense of inclusion in the U.S. compared to domestic students. Additionally, the sense of inclusion in the university is correlated with students’ usage of university services for international students but not for domestic students. The study has provided insights into the differences between international and domestic students’ perceived inclusion in the public university community and their opinions around university programs that aim to foster student success. It also has the potential to help public universities better understand and serve their student body.