PROFILES OF HIGH AND LOW SCORERS ON NONCOGNITIVE VARIABLES*             
				HIGH SCORE				LOW SCORE
1.  POSITIVE SELF-CONCEPT	Feels confident of making it through	Can express reason(s) why he/she
      OR CONFIDENCE		graduation.  Makes positive		might have to leave school.  Not
				statements about him/herself.		sure he/she has ability to make
				Expects to do well in academic		it.  Feels other students are 
				and non-academic areas. Assumes		better than he/she is.  Expects 
				he/she can handle new situations	to get marginal grades.  Feels  
				or challenges.				he/she will have trouble 
									balancing personal and Academic 
									life.  Avoids new challenges or 
									situations.
2.  REALISTIC SELF-APPRAISAL	Appreciates and accepts rewards		Not sure how evaluations are done
				as well as consequences of poor		in school.  Overreacts to most
				performance. Understands that 		recent reinforcement (positive
				reinforcement is imperfect,		or negative), rather than			
				and does not overreact to		seeing it in a larger context.  
				to positive or negative			Does not know how he/she is doing
				feedback.  Has developed a		in class until grades are out. 			
				system of using feedback to		Does not have a good idea of how 
				alter behavior.				peers would rate his/her
									performance.
3. UNDERSTANDS AND DEALS	Understands the role of the		Not sure how the "system" works.
    WITH RACISM			"system" in his/her life and		Preoccupied with racism or 		
				how it treats nontraditional 		does not feel racism exists. 
				persons, often unintentionally.		Blames others for problems.  
				Has developed a method of assessing	Reacts with same intensity to 
				the cultural/racial demands of 		large and small issues concerned 
				the system and responding		with race/culture.  Does not have 			
				accordingly; assertively, if the	a method of successfully handling
				gain is worth it, passively if		racism that does not interfere 
				the gain is small or the 		with personal and academic
				situation is ambiguous.  Does 		development.
				not blame others	 for his/her 
				problems or appear as a
				"Pollyanna" who does not see
				racism.
4.  PREFERS LONG-RANGE TO	Can set goals and proceed for some	Lack of evidence of setting and	
     SHORT-TERM OR		time without reinforcement.  Shows	accomplishing goals.  Likely to
     IMMEDIATE NEEDS		patience.  Can see partial fulfillment	proceed without clear direction.
				of a longer term goal.  Is future and	Relies on others to determine
				past oriented, and does not just see	outcomes.  Lives in present.
				immediate issues or problems.  Shows	Does not have a "plan" for
				evidence of planning in academic and	approaching a course, school
				non-academic areas.			in general, an activity, etc.  
 				Goals which are stated 
 				are vague and unrealistic.
5.  AVAILABILITY OF STRONG	Has identified and received help,	No evidence of turning to others
      SUPPORT PERSON		support and encouragement from		for help.  No single support 
				one or more specific individuals.	person, mentor, or close advisor
				Does not rely solely on his/her		can be identified.  Does not talk Is                             
				not a "loner."  Willing to		he/she can handle things on
				admit that he/she needs help when	his/her own.  Access to previous
				appropriate.				support person may be reduced or
 									eliminated. Is not aware of the
 									importance of a support person.
6.  SUCCESSFUL LEADERSHIP	Has shown evidence of influencing	No evidence that others turn to
      EXPERIENCE		others in academic or non-academic	him/her for advice or direction.
				areas.  Comfortable providing		Non-assertive.  Does not take
				advice and direction to others.		initiative.  Overly cautious.
				Has served as mediator in disputes	Avoids controversy.  Not well
				or disagreements among colleagues.	known by peers.
 				Comfortable taking action where
				called for.		
7.  DEMONSTRATED COMMUNITY	Identified with a group which is	No involvement in cultural, 
     SERVICE			cultural, racial and/or geographic.	racial or geographical group or
				Has specific and long-term 		community.  Limited activities
				relationships in a community.  Has	of any kind.  Fringe member of
				been active in community activities	group(s).  Engages more in 
				over a period of time.  Has 		solitary rather than group
				accomplished specific goals in a	activities (academic or 
				community setting.			non-academic).
8.  KNOWLEDGE ACQUIRED		Knows about a field or area that	Appears to know little about or
    IN A FIELD  		he/she has formally studied in  	areas he/she has not studied in
				school.  Has a non-traditional		school.  No evidence of learning
				possibly culturally or racially-	from community or non-academic
				biased view of a field.  Has		activities.  Traditional in
				developed innovative ways to		approach to learning.  Has not
				acquire information about a given	received credit-by-examination
				subject or field.			for courses.  Not aware of
									credit-by-examination possibilities.