Clearly more research is required in both the areas of implicit stereotyping methodologies and the impact of stereotyping upon status-related expectations and behaviour. With respect to stereotype research, it would be useful to test the application of Bargh's model more concisely by concomitantly employing measures that assess knowledge below the level of awareness (e.g., Devine's priming paradigm, 1989; Dovidio et al.'s priming paradigm, 1997), and measures that may allow for awareness, and yet not for intentional or controlled elements (e.g., Dovidio et al.'s word association task, 1986). In essence, future research into stereotyping and related processes, needs to devote some of its attention to testing previously employed paradigms in order to measure implicit stereotypic knowledge, otherwise the area runs the risk of producing as many unique findings as there are measures.
Research into the mutual contributions that stereotype and status theory have for one another is a necessary endeavour. The implications of such research concern a greater understanding of the way in which stereotypic beliefs inform expectations for competence, and in turn competence-related and discriminatory behaviour. With a greater understanding of these processes, methods for redressing inequalities in task oriented groups and for reducing discriminatory behaviour in society can be deduced.