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.

The accreditation standards outlined in the article are used by the International Association of Counseling Services as the basis for the formal accreditation of college and university counseling programs throughout the United States, Canada, and Australia. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high‐quality services to students.

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