Self-Perceived Attractiveness and Its Influence on the Halo Effect and the Similar-to Me Effect

The present research examined the influences of the halo effect and the similar-tome effect on physical and sexual attractiveness for hiring decisions. It was hypothesized that the halo effect would cause applicants rated highly in physical and sexual attractiveness to receive higher ratings of hireability than unattractive applicants.However, if the similar-to-me effect is influential for levels of attractiveness in hiring situations, participants who rated themselves as less attractive should favor unattractive applicants. The results did not show an interaction between participant self-ratings and ratings of hireability, indicating the similar-to-me effect does not apply to physical or sexual attractiveness. There was a main effect of sexual attractiveness of the applicant forhireability, showing support for the halo effect. This effect was only found for White applicants, potentially due to in-group bias and out-group homogeneity.

International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach

Higher education has a responsibility to educate a democratic citizenry and recent research indicates civic engagement is on the decline in the United States. Through a mixed methodological approach, I demonstrate that the potential exists for well structured short-term international service-learning programming to develop college students’ civic identities. Quantitative analysis of questionnaire data, collected from American college students immediately prior to their participation in a short-term service-learning experience in Northern Ireland and again upon their return to the United States, revealed increases in civic accountability, political efficacy, justice oriented citizenship, and service-learning. Subsequent qualitative analysis of interview transcripts, student journals, and field notes suggested that facilitated critical reflection before, during, and after the experience promoted transformational learning. Emergent themes included: (a) responsibilities to others, (b) the value of international service-learning, (c) crosspollination of ideas, (d) stepping outside the daily routine to facilitate divergent thinking, and (e) the necessity of precursory thinking for sustaining transformations in thinking. The first theme, responsibilities to others, was further divided into subthemes of thinking beyond oneself, raising awareness of responsibility to others, and voting responsibly.