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Identification with academics, or the extent to which academic is central to self-concept, has been linked to academic outcomes conceptually and empirically, at least in samples of white college students. However, Claude Steele's Stereotype Threat Hypothesis (1997) proposes something of a racial paradox, by which the most identified students of color might be most at risk for poor academic outcomes. The goal of this study was to test this racial paradox as it relates to identification with academics. High school students were followed for 2 years, with a total of 131 students from whom there were complete data. Simple main effects of identification with academics were observed, with increasing identification associated with higher grades, lower absenteeism, and fewer behavioral referrals. However, the racial paradox was evident in dropout rates. White students became less likely to withdraw as identification increased, but students of color became more likely to withdraw. Taken in the context of previous research, this work holds significant implications for dropout prevention. (Contains 32 references.) (Author/SLD)

Identification with academics is the extent to which an individual bases his or her self-esteem on outcomes in the academic domain. Theory suggests that students who are highly identified with academics should be more motivated to succeed in a domain, and thus more likely to experience desirable academic outcomes and avoid undesirable outcomes, such as dropping out of school or obtaining poor grades. Two studies examined the validity of this hypothesis. In the first study, data from the National Education Longitudinal Study of 1988 show that 2 years prior to dropping out of school, substantial differences in identification are present between those who drop out and those who do not. Study 2, which involved the entire entering ninth-grade class of a high school, showed that identification with academics is related to psychological variables such as holding learning goals, intrinsic valuing of academics, self-regulation, holding a mastery orientation, and amount of processing course material receives. Identification with academics also prospectively predicts future academic outcomes such as grades, behavioral referrals, and absenteeism. (Contains 17 references.) (Author/SLD)

In 1995, Appalachian Catholic bishops released a pastoral letter stating that Appalachia, the nation, and the world stand at a crossroads concerning future development. One direction continues down the path of ecological and social devastation. The bishops encourage the path of sustainable development based on religious values of respect for people, appreciation of creation, and promotion of community. (TD)