This research focused on the barriers faced in college by foster-adopt students with same-sex parents. Through specially developed training sessions designed to train and educate college faculty, staff, and administrators, peer reviewers provided feedback on the relevance of the content in the training sessions. The conceptual framework of the research concentrated on critical pedagogy, identity theory, and the intersectionality of personal and socially constructed identities, as well as underlying experiences related to power and oppression, trauma, academic challenges, and issues and aggressions related to the sexual orientation of foster-adopt parents. The peer reviewers' feedback and recommendations validated the content and also provided opportunities and recommendations to strengthen and improve the value of the training session. The research emphasized the complexity of the narratives of foster-adopt children with same-sex parents as well as opened the door for future research where research in this subject area does not currently exist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]