Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph.D.)--University of Toledo, 2004. / Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Higher Education." Bibliography: leaves 188-197.

Thesis (Ph. D.)--University of Toledo, 2004. / Includes bibliographical references (leaves 188-197).

College is a formative stage of identity development for many young adults. This study presents an in-depth analysis of how some young adults who identify as gay or lesbian experience higher education in a faith-based setting. The theoretical framework for the research was founded in the literature of two separate fields: the general experience of college students and homosexual identity formation. Utilizing models created by Chickering (1969), Cass (1984), and D’Augelli (1994), among others, the intent of this study was to discover how an explicitly faith-based college environment impacts the collegiate experiences of students who identify as gay and lesbian. This study was grounded in qualitative, phenomenological methodology. Data were gathered through semi-structured interviews with students who identified as gay or lesbian while enrolled in private, faith-based institutions of higher education. Interviews were completed during the spring semester of 2010. Data analysis was conducted based on steps identified by Moustakas (1994) and Strauss and Corbin (1990), and predominant themes were discovered. The researcher concluded that a faith-based institutional setting impacts the collegiate experience of gay and lesbian students in considerable ways. Students encountered significant struggles, including identity denial, pressure to conceal sexuality, and frustration regarding school policies. Based on these themes, specific conclusions were drawn regarding students’ enrollment decisions, sexual identity formation during the collegiate experience, reconciliation of faith and sexual identity, encouraging supportive networks for gay and lesbian students, and policy development regarding sexual behaviors on campus. Suggestions were presented for administrators, counselors, faculty, staff, and students at faith-based universities. / Department of Educational Leadership

Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 316-341. Includes bibliographical references (leaves 293-315).

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 316-341. Includes bibliographical references (leaves 293-315).

Thesis (M.S.)--Ohio State University, 1986. / Includes bibliographical references (leaves 93-95).

Thesis (M.S.)--University of Tennessee, Knoxville, 2004. / Title from PDF t.p. (viewed Jan. 13, 2005). Thesis advisor: E. Grady Bogue. Vita. Includes bibliographical references (p. 81-85).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 124-143).