Is the combination of stable physical behavioral and mental characteristics that gives individuals their unique identity?

Social Identities

Unpacking Teachers' Invisible Knapsacks: Social Identity and Privilege in Higher Education

Bliuc, A. M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). The role of social identification as university student in learning: Relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31(5), 559-574.

Lyons, E. M., Simms, N., Begolli, K. N., & Richland, L. E. (2018). Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson. Cognitive science, 42(2), 678-690.

Torres, V., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Identity development of diverse populations: Implications for teaching and administration in higher education: ASHE-ERIC Higher Education Report (Vol. 12). John Wiley & Sons.

Wilkins, S., Butt, M. M., Kratochvil, D., & Balakrishnan, M. S. (2016). The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education. Studies in Higher Education, 41(12), 2232-2252.

Race and Ethnicity

Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., ... & Stephan, W. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.

Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ASHE-ERIC Higher Education Report, Vol. 26, No. 8. ERIC Clearinghouse on Higher Education, One Dupont Circle, NW, Suite 630, Washington, DC 20036-1181.

Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565.

Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43-61.

Gender

Mengel, F., Sauermann, J., & Zölitz, U. (2017). Gender bias in teaching evaluations. Journal of the European Economic Association.

Pryor, J. T. (2015). Out in the classroom: Transgender student experiences at a large public university. Journal of College Student Development, 56(5), 440-455.

Ramsey, L. R., Betz, D. E., & Sekaquaptewa, D. (2013). The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education, 16(3), 377-397.

Wood, W., & Eagly, A. H. (2015). Two traditions of research on gender identity. Sex Roles, 73(11-12), 461-473.

Socioeconomic Status and Social Class

Langhout, R. D., Rosselli, F., & Feinstein, J. (2007). Assessing classism in academic settings. The Review of Higher Education, 30(2), 145-184.

Thomas, V. & Azmitia, M. (2014). Does class matter? The centrality and meaning of social class identity in emerging adulthood. Identity, 14(3), 195-213.

Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The review of higher education, 27(1), 45-73.

Ward, L., Siegel, M.J., & Davenport, Z. (2012). First-Generation college students: Understanding and improving the experience from recruitment to commencement. San Francisco, CA: Jossey-Bass.

Sexual Orientation

Creating LGBTQ Curriculum and Classroom Resource Guide

Dodge, A. M., & Crutcher, P. A. (2015). Inclusive classrooms for LGBTQ students. Journal of Adolescent & Adult Literacy, 59(1), 95-105.

Dunbar, M. S., Sontag-Padilla, L., Ramchand, R., Seelam, R., & Stein, B. D. (2017). Mental health service utilization among lesbian, gay, bisexual, and questioning or queer college students. Journal of Adolescent Health, 61(3), 294-301.

Fletcher, A. C., & Russell, S. T. (2001). Incorporating issues of sexual orientation in the classroom: Challenges and solutions. Family Relations, 50, 34 – 40.

(Dis)abilities

Brabazon, T. (2015). Enabling university: Impairment,(dis)ability and social justice in higher education. Springer.

Higbee, J. L., Katz, R. E., & Schultz, J. L. (2010). Disability in higher education: redefining mainstreaming. In Proceedings of 2010 IABR & ITLC Conference. Orlando, FL: IABR.

Hong, B. S. (2015). Qualitative analysis of the barriers college students with disabilities experience in higher education. Journal of College Student Development, 56(3), 209-226.

Kendall, L. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1), 1256142.

Religion

Arweck, E. & Nesbitt, E. (2010). Young people's identity formation in mixed-faith families: continuity or discontinuity of religious traditions? Journal of Contemporary Religion, 25, 67-87.

Bruce, S. (2011). Defining religion: a practical response. International review of sociology, 21(1), 107-120.

Edwards, S. (2017). Intergroup dialogue & religious identity: Attempting to raise awareness of Christian privilege & religious oppression. Multicultural Education, 24(2), 18.

Lee, J.J. (2002). Religion and college attendance: Change among students. The Review of Higher Education, 25, 369-384.

Patel, E., Montero, J., Love, C., & Giess, M. E. (2016). Navigating conflicts related to religious and non-religious identity on campus. Journal of College and Character, 17(3), 190-196.

Peek, L. (2005). Becoming Muslim: The development of a religious identity. Sociology of Religion, 66(3), 215-242.

Intersectionality

Clark, C., Sapon-Shevin, M., Brimhall-Vargas, M., McGhie, T., & Nieto, S. (2017). Critical multicultural education as an analytical point of entry into discussion of intersectional scholarship: A focus on race, as well as class, gender, sexuality, dis/ability, and family configuration. Taboo: The Journal of Culture and Education, 16(1), 9.

Crenshaw, K. (1994). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In M. A. Fineman & R. Mykitiuk (Eds.), The public nature of private violence (pp. 93–118). New York: Routledge.

Dee, T. S. (2005). A teacher like me: Does race, ethnicity, or gender matter?. American Economic Review, 95(2), 158-165.

Reimers, F. A., & Stabb, S. D. (2015). Class at the intersection of race and gender: A 15-year content analysis. The Counseling Psychologist, 43(6), 794-821.

Which of the following are common features of machiavellians?

Someone with the trait of Machiavellianism will tend to have many of the following tendencies:.
only focused on their own ambition and interests..
prioritise money and power over relationships..
come across as charming and confident..
exploit and manipulate others to get ahead..
lie and deceive when required..
use flattery often..

Is self

Self-esteem is a broad personality trait composed of self-efficacy, locus of control, and emotional stability. People program themselves for success or failure by enacting their self-efficacy expectations. Increasing the autonomy of a person's job is one effective way to increase that person's self-efficacy.

Is the personality trait with the strongest positive?

The personality trait with the strongest positive relationship with job performance is: conscientiousness.

Which of the following is not one of the basic dimensions of the Big Five personality dimensions?

The Big 5 are dimensions of personality that spell out the acronym "OCEAN." They include the following: "openness to experience," "conscientiousness," extroversion/introversion, "agreeableness," and "neuroticism." "Locus of control" is not one of the Big 5 personality traits.