The present research moved beyond focusing on negative dispositions to investigate the influence of positive aspects of personality, namely extraversion and openness, on stress responses including appraisals, affect and task performance. Challenge appraisals occur when stressor demands are deemed commensurate with coping resources, whereas threat appraisals occur when demands are believed to outweigh coping resources. We examined the unique influence of personality on stress responses and the mediating role of appraisals. Personality was assessed, and then participants (N = 152) were exposed to a validated math stressor. We found unique effects on stress responses for neuroticism (high threat and negative affect and low positive affect), extraversion (high positive and low negative affect) and openness (high positive and low negative effect and better performance). Mediation analyses revealed that neuroticism indirectly worsened performance, through threat appraisals, and that openness indirectly increased positive affect through lower threat. These findings highlight the importance of investigating multiple aspects of personality on stress responses and provide an avenue through which stress responses can be changed-appraisals. Only by more broad investigations can interventions be tailored appropriately for different individuals to foster stress resilience.

The present study used a workplace climate survey (N = 252) and semi-structured interviews (N = 12) to investigate faculty perceptions of, and experiences in, their STEM departments across four diverse institutions in order to understand barriers to women's success. We found that although men and women are equally productive, women report that their department perceives them as less productive than men. Similarly, women believe they have less influence on, and experience less collegiality in, their departments than men. Women also perceive more sexism and discrimination than men. These quantitative findings are supplemented with qualitative data to more fully understand faculty perspectives. In addition, we found that workplace outcomes such as job satisfaction and turnover intentions are affected by the department climate for both men and women faculty members, which suggests that improving the climate serves all faculty members. Specific recommendations to improve STEM academic climates are discussed.

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