This collective case study explored the impact of a later-in-life learning disability (LD) diagnosis on women in poverty. The study focused on the perspectives of four women who were not identified with LD as children but accessed assessment services as adults receiving Oregon's Temporary Assistance for Needy Families (TANF). All four reported painful awareness of learning differences as youths; as adults they voluntarily engaged in a "labeling event," furthering a process toward personal transformation and enhanced well-being initiated by their own awareness and curiosity. The women described critical social and emotional support systems and relationships that helped them integrate understanding of the LD construct, education and employment opportunities that came in the wake of the diagnosis, and decisions made regarding disclosure. Self- determination theory and interpersonal neurobiology undergird reflections on narratives and themes. Recommendations for practice include providing low-income women assessed with LD (1) access to an LD specialist; (2) case planning and case management with a strength-based focus; and (3) assistance working with the public schools for those who are parents. The study underscores the significant services provided by Oregon DHS to low-income women with learning disabilities who have not been identified by K-12 school systems and recommends that DHS undertake further quantitative and qualitative research in collaboration with a research institution.

xiii, 94 p. / The purpose of this study was to explore theoretically linked social cognitive factors that may predict career development outcomes for college women with learning disabilities (N = 136). Following Social Cognitive Career Theory (SCCT), I hypothesized that specific person inputs and background and contextual variables would be predictive of career decision self-efficacy and career outcome expectations. The specific model tested was whether the person input of GPA and contextual inputs of parent education level, perceived barriers, and perceived supports predicted career decision self-efficacy and vocational outcome expectations and whether these relationships were mediated by career education and exploration. These relationships represent early-occurring constructs within SCCT. I used Path Analysis to determine whether the experiences of college women with learning disabilities fit these early-occurring constructs within SCCT. Results demonstrated that the early-occurring constructs of the SCCT model did not fit for this population. I conducted revised and exploratory post hoc models to achieve a better fit for the data. In the revised and exploratory models, one potentially important finding was that real world work experiences, such as paid work, volunteer work, and internship experience, may be of particular importance for the formation of career decision self-efficacy and career outcome expectations for college women with learning disabilities. Implications for practice and future research are discussed. / Committee in charge: Dr. Benedict T. McWhirter, Chair; Dr. Ellen H. McWhirter, Member; Dr. Lauren Lindstrom, Member; Dr. Douglas Blandy, Outside Member