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Mexican immigration to the United States comprises an important social issuein contemporary public policy debate, particularly given the recent passage of Arizona's Senate Bill 1070 (SB 1070). The current study investigated how individuals' sentiments toward undocumented Mexican immigrants shifted between 2006 and 2009 in Arizona, and also examined economic concomitants to these shifts. Participants included 3,195 culturally diverse students attending a state university in Arizona. They reported their attitudes toward undocumented Mexican immigrants regarding housing, employment, values, social welfare, citizenship, health care, and education issues. Results show less-positive attitudes as each year progressed among European and Latino Americans, as well as other ethnic minorities. Further, anti-undocumented immigrant sentiment increased as unemployment increased and gross domestic product real growth rate decreased. Ethnic differences emerged in the relative negativity toward undocumented immigrants such that European Americans were less positive towards undocumented Mexican immigrants than Latinos over 4 years. These findings suggest that economic dynamics may beget anti-immigrant sentiment, leading to contentious legislation, such as Arizona's recent immigration law.

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Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments, college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55) showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment 2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic selfconcept. More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects. This research contributes to a better understanding of contextual influences on the academic self-concept of college women and their potential implications for academic performances.Do women who pursue a college education still experience tension between academic ambitions and aspirations to start a family? Research conducted in the 1980's indicated that college women expressed some apprehension about harmonizing their career goals and the more traditional role of caregiver, but they hoped to balance these roles by delaying childbirth

In this paper, we review the recent literature on the debate over the value of self-enhancement. Past studies fall into two distinct sets, each in the context of a different research tradition. The componential approach to selfenhancement integrates these two divergent perspectives and takes seriously the interplay of self-perception and interpersonal perception. Instead of global indices, the componential approach identifies specific components of person perception. By partitioning the components in selfperception, the componential approach allows for better understanding of the dynamic interactive effects of selfenhancement bias and other components in self-perception on adjustment. We conclude the paper by discussing the emerging attempts to advance a componential approach to examine self-perception in terms of components and outcomes.