Thesis (M.S.)--University of Delaware, 2009. / Principal faculty advisor: William B. Farquhar, Dept. of Health, Nutrition, & Exercise Sciences. Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: William B. Farquhar, Dept. of Health, Nutrition, & Exercise Sciences. Includes bibliographical references.

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Existing research on LBGTQ youth has focused on problem behaviors and considerably less attention has been devoted to positive developmental processes. However, positive youth development knowledge is critical to enabling researchers and practitioners to conduct work that might facilitate a successful transition to adulthood. Thus, the purpose of this study was to explore the transition to adulthood among LBGTQ youth. Data were generated through ethnographic techniques at an organized leisure program designed to serve LBGTQ youth and their heterosexual allies. Thematic analysis yielded three manuscripts designed for journal submission. Results of the first study enhanced understanding of the similarities and differences between queer and heterosexual development. In particular, findings indicated that traditional assumptions about markers of success and developmental assets were highly relevant to most participants. The key difference between queer and heterosexual development was that LBGTQ populations must contend with compulsory heterosexuality or the network of normative expectations and sanctions which compel individuals to be heterosexual. For instance, participants shared how they hid their sexuality often for years to avoid being labeled as different or facing harassment. I explored resistance and oppression in the leisure experiences of LBGTQ youth in the second study to further expand understanding of positive developmental processes among queer young people. Results indicated that participants resisted oppression in several ways, including creating spaces that preserved their autonomy. Others deconstructed the privilege in their lives, which enhanced their understanding of how their actions intersect with the oppression of others. In the third study, I explored features of positive developmental settings for LBGTQ youth to explore how leisure contexts might facilitate the transition to adulthood for queer youth. Two features emerged as particularly relevant: support for efficacy and mattering and integration of school, family, and community efforts. Results indicated that staff promoted social norms that respected the capabilities of all people. Further, the integration of program activities within the broader queer community led to important successes related to celebrating the heterogeneity of queer and promoting communion. I hope these manuscripts will enhance the capacity of leisure professionals to work with LBGTQ youth.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

The parent-child relationship is significant throughout the life course, although both positive and negative changes occur as children reach adulthood and develop an identity independent of their family of origin. Grief resulting from parental loss during this time may be a product of many variables including age, relationship quality, and sex roles. The current study examined several variables potentially influencing grief after the death of a parent. As part of a larger study, adults (n = 180) completed measures assessing parental involvement, personal grief and adjustment, as well as sex role preferences. The archival data were subjected to analyses of covariance, taking into account time since the death and children’s sex role preferences (traditional or egalitarian). Female sex of the child was significant in predicting several aspects of grief, suggesting that women have a stronger emotional experience of grief. This may be a result of young women’s stronger emotional bonds with parents when compared to men, feelings of exclusion from college peers during bereavement, or vulnerability for rumination. Sex role preferences were also influential in several aspects of grief. Sex of the parent was not significant, although the interaction for sex of the parent and sex of the child was, suggesting that for daughters, the loss of a mother may be particularly difficult. Results suggest that women may express more intense emotions as part of the grief process and maintain stronger bonds with the deceased, although this likely depends heavily on cultural, familial, and religious contexts, as well as cause of death.

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Thesis advisor: Kristen Bottema-Beutel / Upon high school exit, many autistic adolescents experience a period of disengagement, whereby they are not employed, enrolled in post-secondary education, or participating in community activities. This gap in services suggests that autistic adolescents receive inadequate support in high school to prepare them for the transition to adulthood (Shattuck et al., 2012). Autistic adolescents and adults who do obtain employment opportunities are often underemployed, work fewer hours and receive less pay when compared to non-autistic people (Howlin, 2013; Roux et al., 2013). Therefore, the purpose of this dissertation is to understand the transition supports provided to autistic high school students and the experiences of autistic adults in employment contexts. In Study 1, an online survey was distributed to 21 school professionals. They were asked to report on the supports they provide the transition-age autistic youth with whom they work and the barriers that make it difficult for them to provide high quality transition services. Open-ended responses were analyzed using qualitative content analysis (Hsieh & Shannon, 2005). Many school professionals identified barriers that were inherent to autistic children and their families, while others described contextual features that make it difficult to provide quality transition supports. In Study 2 (a registered report), 121 autistic employees completed a battery of assessments to determine the predictors associated with job satisfaction. A linear regression revealed that social support in the workplace was significantly associated with job satisfaction, and a mediation analysis demonstrated that person-environment fit partially mediated the relationship between work volition and job satisfaction. Eight of the participants from Study 2 were recruited for participation in Study 3, where they were prompted to tell stories about their work experiences. Discourse analysis was used to understand the discursive resources that autistic adults employ in the construction of their work identities. While telling stories about their professional successes, autistic employees registered surprise at their accomplishments, imagined future interactions, and used character perspectives to construct their work identity. The findings of these studies suggest the need for more widespread training among school professionals, employers, and co-workers, to reframe current understandings of autistic people. With improved knowledge, acceptance, and support, the employment context may foster positive work experiences for autistic people. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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