Intergroup evaluative bias in facial representations of immigrants and citizens in the United States

We used a reverse-correlation image-classification paradigm to visualize facial representations of immigrants and citizens in the United States. Visualizations of immigrants' faces were judged by independent raters as less trustworthy and less competent and were more likely to be categorized as a non-White race/ethnicity than were visualizations of citizens' faces. Additionally, image generators' personal characteristics (e.g., implicit and explicit evaluations of immigrants, nativity status) did not reliably track with independent judges' ratings of image generators' representations of immigrants. These findings suggest that anti-immigrant sentiment and racial/ethnic assumptions characterize facial representations of immigrants in the United States, even among people who harbor positivity toward immigrants.

Perceived Peer Exclusion as Predictor of Students’ Help-Seeking Strategies in Higher Education

Abstract. Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among N = 418 students in 25 seminar and tutorial groups in the undergraduate introductory courses of two subject domains: computer science and education. Analyses showed that, overall, students reported lower autonomy-oriented help-seeking and higher help-seeking avoidance in computer science than in education. In computer science, perceived peer exclusion predicted more help-seeking avoidance among both male and female students and less autonomy-oriented help-seeking among females. In education, however, perceived peer exclusion was a significant predictor of both male and female students’ lower autonomy-oriented help-seeking. Results suggest that, in computer science, help-seeking appears to have an “image problem” signaling competence-related inferiority rather than being a form of effective self-regulated learning. Implications for enhancing adaptive help exchange cultures in computer science are discussed.