Date of Graduation
5-2023
Document Type
Thesis
Degree Name
Bachelor of Science in Human Environmental Sciences
Degree Level
Undergraduate
Department
Human Development, Family Sciences and Rural Sociology
Advisor/Mentor
Becnel, Jennifer
Committee Member/Reader
Wiersma-Mosley, Jacquelyn
Committee Member/Second Reader
Boggs-Riley, Devin
Abstract
There are an increasing number of emerging adults with neurodiversity entering higher education. However, little is known about benefits and barriers to programs designed to aid in student success for neurodivergent emerging adults. The purpose of this study is to examine the experiences of neurodivergent emerging adults enrolled in a non-degree-seeking 4-year program. Participants were recruited to complete an interview assessing their lived experiences, the benefits and barriers, and the transition out of the program and into adulthood. Important themes emerged including the importance of mentors and program staff, the role of identity/confidence, development of life and social skills, the changing relationships of families, and the impact of the program. An exploratory theme included the stigma associated with neurodiversity. These results are important given the prevalence of neurodiversity. Additionally, this study highlights how similar emerging adults with neurodiversity are to neurotypical emerging adults. They have similar aspirations and barriers during this developmental period. Future studies should continue to examine and refine programs like EMPOWER to support our neurodiverse young adults.
Keywords
Neurodiversity; Emerging Adults; Transition out of College; Transition into Adulthood
Citation
Walker, A. (2023). Transitioning out of a 4-year non-degree-seeking program for emerging adults with neurodiversity. Human Development and Family Sciences Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/hdfsrsuht/15
