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Many faculty of color (FOC) lack the necessary social and professional support structures to facilitate their successful advancement on the tenure track. We present Flourish, a network for pre‐tenure social and personality psychologists of color, as a case study to illustrate how an affinity group model can aid in supporting FOC. We demonstrate that using social support to diffuse social identity threats can increase belonging and academic fit and, as a result, promote the success of early career FOC. As a field, psychological science has the potential to transcend the boundaries of academic institutions by leveraging our theories, methods, and applied expertise to build infrastructure to better support FOC. Attracting and retaining a diverse faculty workforce addresses racial inequities in higher education, diversifies research output, and makes our science more representative and reproducible. Thus, investing in affinity groups is essential for developing accessible social support systems and increasing role models for future scholars of color. [ABSTRACT FROM AUTHOR]

Objective: There is a growing body of research regarding the situations that are linked to personality expression in daily life. We examined racialized young adults' experiences of racial and ethnic cues, and variables from prior personality expression research. Method: We assessed Big Five personality states in racialized undergraduate students (N = 180) in the Greater Toronto Area, Canada using experience sampling methodology. Participants (Mage = 19.85‐years‐old; 51% South Asian, 17% East Asian, 11% African, 11% Middle Eastern, 9% Southeast Asian, 8% Black‐North American, 5% Caribbean, 3% Afro‐Caribbean, 2% Central American, 2% White/European, 1% South American, 1% North African, 1% South and Central American, 1% Afro‐European, 3% another) provided five assessments daily over 12 days (Nobservations = 6980). Results: We observed within‐person associations from past personality expression research (e.g., participants exhibited greater conscientiousness when at school). Racial and ethnic cues from previous studies of racial and ethnic identity, stereotyping, discrimination, and prejudice were associated with situational characteristics (e.g., being in a majority White space was associated with being in public), and with Big Five personality states (e.g., racial identity salience was associated with extraversion). Conclusion: Results suggest that assessing sociocultural variables beyond the individual provides an opportunity for better understanding personality expression. [ABSTRACT FROM AUTHOR]

In this paper, we argue that friendship should receive more attention in social/personality research. Here, we focus on our area of expertise, personality traits, and review the literature on how personality traits influence friendship formation, maintenance, and dissolution. Specifically, we examine how personality traits of the actor and partner influence friendship development (i.e., who is more likely to initiate and end friendships, and who is more likely to be the target of friendship initiation and termination). We also discuss dyadic effects, such as personality similarity, on friendship development. Throughout this review, we draw on the literature on personality and romantic relationships to identify the most important gaps in the literature on personality and friendships. Our review suggests that agreeableness has the most consistent effects on both romantic relationships and friendships, followed by neuroticism. Extraversion, conscientiousness, and openness to experience have all been shown to influence relationship development, but their effects are inconsistent. We end with a call for more research on friendship beyond the role of personality traits and suggestions for specific future directions. [ABSTRACT FROM AUTHOR]