An examination of personality expression in everyday life in a Canadian sample of racialized undergraduate students
Bibliographic record
Abstract
Abstract 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 ( M age = 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 ( N observations = 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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".