Thesis (M.A.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. Barbara Allison, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Sept. 24, 2003). Includes bibliographical references.

Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009. / A dissertation submitted by Connie M. Wallace to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.

Thesis (Ph.D.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 139-183). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://proquest.umi.com/pqdweb?index=0&did=1251887111&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1195660362&clientId=5220

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Ronald L. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

The present study explored the perceptions of students who were both parenting and pursuing a master's or doctoral degree. Specifically, this study examined students' perceptions regarding the usefulness of resources that were currently and could potentially be provided to facilitate successful degree completion. Differences between mothers and fathers were examined as well as differences between master's and doctoral students. Previous literature indicated that women and men experience graduate school differently and that the genders are not represented proportionally as master's and doctoral graduates. Therefore, this study sought to explore differences in the perceptions of resources offered on campus, resources offered in the community, and potential resources. A feminist framework was used to guide all aspects of this study. The results of this study indicated that graduate student parents placed greater value on financial resources and resources related to childcare as well as having a supportive faculty advisor. Independent sample t-tests indicate there were gender differences in perceptions: specifically, women placed greater value on many of the resources studied. In addition, independent sample t-tests did not signify differences between master's and doctoral students' perceptions. These results suggest that there are many specific resources that university could offer graduate student parents in order to support them in completing their degree.

The purpose of this phenomenological study was to explore how LGB college students created meaning out of their coming out process to their parents. I recruited LGB college students who perceived support from their parents during their coming out process and asked the following research question: What are the lived experiences of LGB college students who have experienced support from their parents during the coming out process? Seven White (n = 4), African American (n = 2), and Hispanic (n = 1) college students, three men and four women aged 18-24 years, shared narratives that included time periods before, during, and after their coming out disclosures to their parents. Using an adapted phenomenological analysis, I identified nine major themes: awareness of feeling different, positive relationship with parents prior to coming out, college impacting the coming out process, feeling unsure of how parents would respond to disclosure, parents assuring continued loved and acceptance, parents affirming LGB identity, increased relational depth with parents, increased sense of authenticity, and an appreciation for family's response and support. The findings provide insight into how counselors might work most beneficially with LGB college students and their parents around the coming out process. Opportunities for future research and limitations of the study are discussed.

Autoethnography is a self-reflexive form of ethnography. Autoethnography has been conducted using diverse techniques. This research employs the autoethnographic approach using a personal narrative. Personal narrative texts are subjective, provocative and provide insight into lived experience. The researcher’s personal narrative is used to examine the subjective, lived experience of being in a dual-student, non-married, long-distance relationship. Both critiques and arguments for the use of autoethnography and personal narrative are reviewed. Directions for future research on long-distance, dual-student couples are explored as well as directions for the autoethnographic approach. / Department of Communication Studies

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on June 6, 2007) Department of Sociology, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 86-89)