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The distinctiveness hypothesis proposes that self-definitions are influenced by those aspects of the self which make us different from the majority (e. g., MGuire, 1982). This research supports the hypothesis that students of nontraditional college age, who are a minority on this dimension, should be more likely to mention age in their spontaneous self-descriptions than students of traditional college age or college faculty members. Possible consequences of being a minority on this dimension are discussed.