ABSTRACT
In this chapter, the authors present key points embedded in their work and set forth an agenda for both theoretically based practice and future scholarship. Emerging adulthood theory brings unity to the study of psychosocial development and generational change, both of which are topics of longstanding interest to the student affairs profession, but which heretofore have generally been treated separately within both the literature of the field and graduate preparation programs. Thus, emerging adulthood theory holds implications for both work with students and recruitment, preparation, supervision, and advancement of new professionals in student affairs. The theory of emerging adulthood emphasizes that adulthood is not suddenly reached at age 18 or 21, nor upon college graduation. In particular, there is a need for more comparative research on student versus nonstudent populations. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
