In this study I analyze how college students transition to adulthood. Based on 38
semi-structured interviews with young adults, I found that two groups appeared: emerging
adults and accelerated adults. Emerging adults were more likely to come from
economically privileged families and had the social and economic resources to focus on
education, pursue a fulfilling career, and have fun while in college. In contrast, accelerated
adults had adopted adult responsibilities during their childhood or teenage years and
struggled to succeed in college due to inadequate guidance, lingering emotional anguish
over childhood events, and lack of financial support. Although enrolled in the same
university, these groups transitioned to adulthood very differently. I discuss the
implications for each type of transition, as well as the implications of my findings for public
policy and for future sociological research. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40839 |
| Contributors | Ostroot, Ashley (author), Branaman, Ann (Thesis advisor), Florida Atlantic University (Degree grantor), Dorothy F. Schmidt College of Arts and Letters, Department of Sociology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 101 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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