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)