Using a sample of 2818 first-year college students, 51% of whom were male, and 65% of whom were Caucasian, we related their identity processing styles as determined by the Identity Styles Inventory (ISI, Berzonsky, 1992) to self-perceived academic self-efficacy and academic performance. We conceptualized obstacles to identity development and academic success and discussed proactive interventions within a context of gender and cultural diversity.

Although many studies have examined college student attrition, no extant literature examines the phenomenon of undergraduates who discontinue their enrollment in college during a semester of their senior year. This study used both institutional and self-reported survey data to examine the rationale behind seniors' decision to leave college during a semester and before degree completion. Further, because there is a significant gap in graduation rates between first-generation and non-first-generation students, we examined statistically significant differences between first generation and non-first-generation college seniors on this issue.

This study was undertaken to investigate identity, self-esteem, and career development of 164 academically dismissed college students. The results showed that these students needed career information, but that they did not view a systematic exploration of career opportunities as useful. Degree of identity development correlated positively with career development variables for upper class level students, but not for first year students. Suggestions are presented regarding support for this population.

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