{"id":{"repo_id":"sask","oai_identifier":"oai:harvest.usask.ca:10388/16079"},"canonical_url":"https://search.dev.ndltd.org/etd/sask/oai:harvest.usask.ca:10388/16079","repository":{"repo_id":"sask","name":"University of Saskatchewan","base_url":"https://harvest.usask.ca/server/oai/request"},"display":{"title":"Exploring Post-Secondary Autistic Young Adults’ Perceptions and Experiences of Coresidence with their Parents","abstract":"This study examined the post-secondary education experiences of Canadian university students diagnosed with autism spectrum disorder (ASD) who live or lived with their parents while enrolled. By adopting a life course perspective (Elder, 1998; Elder et al., 2015), this research scrutinized participants’: (1) experiences in navigating and/or completing their university programs as a part of achieving or affirming their adulthood; and (2) views on how cohabitation with their parents impacts their university experiences and their progression/status as adults. The eight individuals who participated in this study were 18 to 33 years old, held varying gender identities, and were either formally diagnosed with ASD at different points in their lives or self-identified as someone on the autism spectrum. Data was analysed through a qualitative interpretive approach that utilized reflexive thematic analysis to build an understanding of autistic post-secondary students’ learning experiences and perceptions of adulthood (Braun & Clarke, 2022). Analysis resulted in five themes related to the principles of the life course perspective and reflecting the experiences and perspectives of the participants. These themes revealed that the post-secondary experiences of the participants reflected their enrolment in a particular time and place, their ongoing activity and agency in their development, the importance of the connections with their family and friends, and the role of time and timings in their functionality in post-secondary. This study concludes with a discussion on both the practical and research implications of the findings, the limitations and strengths of the study and areas recommended for future research.","abstract_html":"This study examined the post-secondary education experiences of Canadian university students diagnosed with autism spectrum disorder (ASD) who live or lived with their parents while enrolled. By adopting a life course perspective (Elder, 1998; Elder et al., 2015), this research scrutinized participants’: (1) experiences in navigating and/or completing their university programs as a part of achieving or affirming their adulthood; and (2) views on how cohabitation with their parents impacts their university experiences and their progression/status as adults. The eight individuals who participated in this study were 18 to 33 years old, held varying gender identities, and were either formally diagnosed with ASD at different points in their lives or self-identified as someone on the autism spectrum. Data was analysed through a qualitative interpretive approach that utilized reflexive thematic analysis to build an understanding of autistic post-secondary students’ learning experiences and perceptions of adulthood (Braun & Clarke, 2022). Analysis resulted in five themes related to the principles of the life course perspective and reflecting the experiences and perspectives of the participants. These themes revealed that the post-secondary experiences of the participants reflected their enrolment in a particular time and place, their ongoing activity and agency in their development, the importance of the connections with their family and friends, and the role of time and timings in their functionality in post-secondary. This study concludes with a discussion on both the practical and research implications of the findings, the limitations and strengths of the study and areas recommended for future research.","abstract_has_math":false,"creators":["Smith, Brenan R. R."],"institution":"University of Saskatchewan","degree_name":"Master of Education (M.Ed.)","degree_level":"Masters","degree_discipline":"School and Counselling Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["McIntyre, Laureen"],"committee_chairs":[],"committee_members":["Hellsten, Laurie-Ann","Lemisko, Lynn"],"year":2024,"date_issued":"2024-09-23","date_published":"2024-09-23","updated_at":"2026-07-24T04:27:01Z","subjects":["Autistic young adults","young adulthood","emerging adulthood","post-secondary education","ASD and post-secondary education","coresidence"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10388/16079","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McIntyre, Laureen"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Hellsten, Laurie-Ann","Lemisko, Lynn"]},{"key":"dc:creator","label":"Author","values":["Smith, Brenan R. 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By adopting a life course perspective (Elder, 1998; Elder et al., 2015), this research scrutinized participants’: (1) experiences in navigating and/or completing their university programs as a part of achieving or affirming their adulthood; and (2) views on how cohabitation with their parents impacts their university experiences and their progression/status as adults. The eight individuals who participated in this study were 18 to 33 years old, held varying gender identities, and were either formally diagnosed with ASD at different points in their lives or self-identified as someone on the autism spectrum. Data was analysed through a qualitative interpretive approach that utilized reflexive thematic analysis to build an understanding of autistic post-secondary students’ learning experiences and perceptions of adulthood (Braun & Clarke, 2022). Analysis resulted in five themes related to the principles of the life course perspective and reflecting the experiences and perspectives of the participants. These themes revealed that the post-secondary experiences of the participants reflected their enrolment in a particular time and place, their ongoing activity and agency in their development, the importance of the connections with their family and friends, and the role of time and timings in their functionality in post-secondary. This study concludes with a discussion on both the practical and research implications of the findings, the limitations and strengths of the study and areas recommended for future research."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring Post-Secondary Autistic Young Adults’ Perceptions and Experiences of Coresidence with their Parents"]}]}],"canonical_facts":{"dc:contributor.advisor":["McIntyre, Laureen"],"dc:contributor.committeemember":["Hellsten, Laurie-Ann","Lemisko, Lynn"],"dc:creator":["Smith, Brenan R. R."],"dc:date.accessioned":["2024-09-24T00:03:02Z"],"dc:date.available":["2024-09-24T00:03:02Z"],"dc:date.issued":["2024-09-23"],"dc:description.abstract":["This study examined the post-secondary education experiences of Canadian university students diagnosed with autism spectrum disorder (ASD) who live or lived with their parents while enrolled. By adopting a life course perspective (Elder, 1998; Elder et al., 2015), this research scrutinized participants’: (1) experiences in navigating and/or completing their university programs as a part of achieving or affirming their adulthood; and (2) views on how cohabitation with their parents impacts their university experiences and their progression/status as adults. The eight individuals who participated in this study were 18 to 33 years old, held varying gender identities, and were either formally diagnosed with ASD at different points in their lives or self-identified as someone on the autism spectrum. Data was analysed through a qualitative interpretive approach that utilized reflexive thematic analysis to build an understanding of autistic post-secondary students’ learning experiences and perceptions of adulthood (Braun & Clarke, 2022). Analysis resulted in five themes related to the principles of the life course perspective and reflecting the experiences and perspectives of the participants. These themes revealed that the post-secondary experiences of the participants reflected their enrolment in a particular time and place, their ongoing activity and agency in their development, the importance of the connections with their family and friends, and the role of time and timings in their functionality in post-secondary. This study concludes with a discussion on both the practical and research implications of the findings, the limitations and strengths of the study and areas recommended for future research."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10388/16079"],"dc:language.iso":["en"],"dc:subject":["Autistic young adults","young adulthood","emerging adulthood","post-secondary education","ASD and post-secondary education","coresidence"],"dc:title":["Exploring Post-Secondary Autistic Young Adults’ Perceptions and Experiences of Coresidence with their Parents"],"dc:type":["Thesis"],"thesis:degree_discipline":["School and Counselling Psychology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education (M.Ed.)"],"thesis:institution_name":["University of Saskatchewan"]},"updated_at":"2026-07-24T04:27:01Z"}