Xuechunzi Bai

I am grateful to collaborate with many amazing researchers on diverse projects. Below is my recent research focus, see more in CV.

[6] Bai, X., Uddenberg, S., Labbree, B., & Todorov, A. (under review). Insta-learn: Face stereotypes emerge and persist through insufficient statistical learning. [preprint]

[5] Bai, X., Fiske, S. T., & Griffiths, T. L. (in press). Globally inaccurate stereotypes can result from locally adaptive exploration. Psychological Science. [paper][data & code][slides]
- Presented at Social Biases in Machine Learning and in Human Nature workshop

[4] Bai, X., Nicolas, G., & Fiske, S. T. (in press). Social stereotype: Content and process. In D. Carlston, K. Johnson, & K. Hugenberg (Eds.), The Oxford Handbook of Social Cognition: 2nd Edition/Volume.

[3] Bai, X., Ramos, M.R., & Fiske, S. T. (2020). As diversity increases, people paradoxically perceive social groups as more similar. Proceedings of the National Academy of Sciences. [paper][data & code][slides]
- Featured in Princeton School of Public and International Affairs News, The Conversation, and The Greater Good at Berkeley

[2] Fiske, S. T. & Bai, X. (2020). Vertical and horizontal inequality are status and power differences: Applications to stereotyping by competence and warmth. Current Opinion in Psychology. [paper]

[1] Grigoryan, L., Bai, X., Durante, F., Fiske, S. T., Fabrykant, M., Maloku, E., Verbilovich, V., Hakobjanyan, A., Kadirov, K., Mullabaeva, N., Makashyili, A., Morozova-Larina, O., Yahiiaiev, I., Samekin, A., Berdyna, E. M. (2020). Stereotypes as historical accidents: Images of social class in post-communist versus capitalist societies. Personality and Social Psychology Bulletin. [paper] [data & code][slides]
- Winner of SPSP Student Publication Prize

My friends and I designed a social entrepreneur project called Open a Door in 2015. It is an activity-based inter-class interaction. Kids in elementary schools in ethnic minority rural villages (Zhoujiaping, Sichuan) and ethnic majority in urban cities (Shenyang, Liaoning) interacted with each other. The goal is to rebuild the confidence of kids from lower SES backgrounds via oriented collaborations. See details here and here.

I participated in Teach for China during 2012-13 (Zhoujiaping, Sichuan). I taught maths, literature, sports, and music to preschoolers, 1st-year, and 2nd-year students. It did not feel right - I introduced smartphones or shopping malls to my students, but felt I was superimposing my superiority to them, thus constrained their own uniqueness. e.g., the dilemma in international aid programs.

A bridge between Japan and China. China and Japan always have complicated inter-nation relations, but I love both. I spent my high school in Kyoto and received undergraduate education in Tokyo Japan. Since high school, as a student representative, I advocated for more communication between ordinary people of the two countries. I did an intern at a Japanese consulting firm, Hyacca LLC, developing cross-cultural personality assessment tests. I am an Alumni of AIESEC Japan, in charge of international student conferences, cross-national internships, and workshops. I also did an intern at Genron NPO (a democratic conversation channel), assistance in negotiations between Japan and China governments. Not to complicate things, I am a Chinese-Korean ethnic minority.