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Rachel H. Farr

Research Interests:
child development
family functioning
LGBTQ+ parent families
adoption and birth family experiences
mixed methods
life course

**Please note: I will be not be considering new PhD students for Fall 2024 (applying in Fall 2023); I may consider a new student for Fall 2025 (applying in Fall 2024).**

Are you interested in working in the FAD Lab? You can fill out an RA (research assistant) application (for PSY 394 credit or to volunteer) at any time. Interviews are invited mid-semester in the Spring for the following academic year. Undergraduates interested in pursuing an honors thesis (PSY 495 / 496) with the FAD Lab in their senior year should discuss the possibility with me no later than 2nd semester of their junior year.

Are you looking for me to write you a letter of recommendation or provide a reference for you? Please complete this inquiry form for a reference!

***NOTE: the Minnesota-Texas Adoption Research Project (MTARP): In 2022-2023, the original PIs of MTARP, Dr. Harold Grotevant (UMass Amherst) and Dr. Ruth McRoy (UT Austin, Boston College) moved into well-deserved retirement. They named me to serve as the next PI for the project and host the MTARP data set here at UK. This arrangement makes it possible for researchers to continue to work with MTARP data now and into the future. Please contact me with any questions and ideas!


In directing the FAD Lab (Families, Adoption, and Diversity) here at UK as part of the Developmental Psychology area, I conduct mixed method (i.e., qualitative and quantitative) research related to diverse family systems and issues of adoption through the lenses of Developmental and Community Psychology, with particular interest in child development, parenting, family functioning, and intersectionality of identities. I primarily study adoptive families and families headed by LGBTQ+ (lesbian, gay, bisexual, transgender, queer) parents. I'm also interested in how issues of race (e.g., transracial adoption), gender, and birth family contact are relevant in adoptive families. Given the intersections of this area of research with public policy, practice, and law, it is exciting that some of our findings have been influential in media circles, public debates, and legal and policy domains.

  • See some of the publications, media mentions, and amicus briefs citations below for more information! Consider watching these brief videos about my work in adoption (with PDF) and LGBTQ+ families for overviews!

We have several key research projects currently ongoing, as well as others not listed here! See some of our publications from these and other projects on tab on left. To read more about the studies we're conducting in the FAD Lab, visit our CURRENT PROJECT website.

1. The Contemporary Adoptive Families Study (CAFS): For over 15 years, I have been conducting a longitudinal study of adoptive families headed by lesbian, gay, and heterosexual parents in the U.S. We have data collected from two time points: when children were preschoolers, as well as when they were in middle childhood (elementary school-age). We are now following up with families to collect data for a third wave, as children are now in adolescence! (*Funded by the William T. Grant Foundation, the APF Placek Grant, and the UCLA Williams Institute)

2. Queer Parent and Adolescent Lives (Q-PAL): Building from qualitative data collected in SELFY (see next), Q-PAL is a survey-based project to learn more about the experiences of racially, socioeconomically, and geographically diverse adolescents (12-18 years old) with at least one LGBTQ+ parent and LGBTQ+ parents with at least one adolescent child in the U.S. (*Funded by the William T. Grant Foundation and the Society for the Psychological Study of Social Issues)

3. Stories & Experiences of LGBTQ+ Families from Youth (SELFY): Early in 2020, we finished collecting interview data from racially and socioeconomically diverse adolescents (especially those who live in the South, Midwest, and Mountain West of the U.S.) with LGBTQ+ parents about their intersectional experiences of identity (e.g., race, class, adoption, parents’ sexual orientation) and discrimination. Through thematic and content analyses, we are exploring feelings about relationships with family and friends, as well as positive identity development, coping behaviors, and perceptions of community and support resources. (*Funded by the William T. Grant Foundation)

4. The Experiences of Queer Parents with Infants in the NICU (NICQu): With colleagues in Social Work (Dr. Aubrey Jones), Fine Arts (Dr. Olivia Yinger), Medicine (Dr. Keisa Fallin-Bennett), we are exploring the experiences of LGBTQ+ parents who have had an infant in the NICU through a mixed method, community-based action research (CBAR) approach. (*Funded by UK's Center for Health Equity Transformation and Center for Clinical and Translational Science)

5. The Birth Family Project: We are interested in the experiences and well-being of birth family members connected to adoptive families (who may or may not have current contact with other another). As research has often focused on the perspectives of individuals who are adopted and their adoptive parents, it is so important to hear the stories of birth parents and birth relatives! We finished data collection (interviews and surveys) and are now working on analyses and manuscript writing based on this project. (*Funded by the Family Process Institute)

6. Children's Attitudes about Diversity (CAD) Project: In collaboration with Dr. Christia Brown (Psychology, UK) and Dr. Jazmin Brown-Iannuzzi (Psychology, UVA), we explored elementary school-age children’s attitudes about diverse families, such as those formed through adoption, with same-gender parents, and who are multiracial. We have two rounds of data collection for which we are conducting analyses and writing up reports for publication.

  • BS, Cornell University (Animal Science, Education)
  • MAT, Cornell University (Education)
  • PhD, University of Virginia (Psychology)
  • Postdoctoral Scholar, University of Massachusetts Amherst (Rudd Adoption Research Program)

Common undergrad and graduate courses I teach (with a link to representative syllabi):

  • PSY 323: Developmental Psychology (lifespan)
  • PSY 563 and PSY 778: Diversity among Contemporary American Families
  • PSY 625: Developmental Psychology Proseminar
  • PSY 778: LGBTQ+ Psychology: A Lifespan Perspective  
Media Mentions

Gay Magazine (Fall 2022)

QSalt Lake Magazine (Summer 2022)

The Flipside with Paris Lees – podcast, BBC Radio 4 (Fall 2021)

Pampers in collaboration with Thrive Global (Fall 2020)

Parentology (Fall 2020)

Huffington Post Canada (Spring 2020)

UKNowMedical XPress; National Affairs (#40, Aug 4, Kevin Lewis) - For kids: Raising children; Cambridge & Princeton Univerisities - Child & Family Blog (Summer 2019)

Radio interview: National Public Radio (NPR), Dr. Greg Davis on Medicine (Summer 2019)

HealthDayNews; Logo.NewNowNext; Science Daily; WedMD; international news coverage in the UK, Australia, Canada, and India (Summer 2017)

Huffington Post Canada (Winter 2017)

Psychology Today; Public News ServiceScience DailyTimesStandardNature World NewsMedicalResearchHealthDayNews;ThinkProgressLogo.NewNowNextLGBTQ NationBustleGoodTherapyUKNow (Fall 2016)

Reddit top post, 10/31/16

International news coverage in Italy, the UK, Australia, and New Zealand (Fall 2016)

UKNow (Summer 2016)

CBS News (Spr 2016)

Radio interview for Signorile Show, Sirius XM Satellite Radio (Ch 127) (September 2015)

New York Times (September 2015)

U.S. News and World Report; HealthDay (August 2015)

BuzzFeed (April 2015)

LGBT Weekly; Plunderbund (June 2014)

AM New York (February 2014)

Huffington Post; Science Daily; PsychCentral; Advocate ; Salon; ThinkProgress;                       

LGBT Weekly; Medical Daily; Medical Xpress (July 2013)

Radio interview for New England Public Radio (NEPR) (July 2013)

NBC’s TV series, “Outlaw,” Episode 107: “In Re: Tyler Banks” (October 2010)

New York Times; Huffington Post; Washington Post; Salon; Yahoo News (July 2010) 

Law & Policy - Amicus Brief citations

Note: these are filed by the American Psychological Association (APA) unless otherwise noted.

In Re: Adoption of K.T. (Supreme Court of Pennsylvania, 2022; filed by Montgomery Child Advocacy Project)

Fulton v. City of Philadelphia (U.S. Supreme Court, 2021; also filed by UCLA Williams Institute and Children’s Rights, Inc. for the 3rd Circuit Court of Appeals in 2019)

In Re: P.G.F. (Supreme Court of Pennsylvania, 2021; filed by KidsVoice)

Barber v. Bryant (5th Circuit Court of Appeals, 2017; filed by UCLA Williams Institute)

Obergefell v. Hodges (U.S. Supreme Court, 2015)

DeLeon v. Perry (5th Circuit Court of Appeals, 2015)

Robicheaux v. Caldwell (5th Circuit Court of Appeals, 2015)

Turandot, Fedora y la Niña Lakme v. Defensor Segundo de Familia de Rionegro (Constitutional

Court, Republic of Columbia, 2015; filed by UCLA Williams Institute)

Baskin v. Zoeller and Wolf v. Walker (7th Circuit Court of Appeals, 2014)

Brenner v. Armstrong (11th Circuit Court of Appeals, 2014)

Bostic v. Schaefer (4th Circuit Court of Appeals, 2014)

DeBoer v. Snyder; Tanco v. Haslem; Bourke v. Beshear (6th Circuit Court of Appeals, 2014)

Kitchen v. Herbert and Bishop v. Smith (10th Circuit Court of Appeals, 2014)

Latta v. Otter (9th Circuit Court of Appeals, 2014)

Obergefell v. Hodges (6th Circuit Court of Appeals, 2014)

Sevcik v. Sandoval and Jackson v. Abercrombie (9th Circuit Court of Appeals, 2014)

Hollingsworth v. Perry (U.S. Supreme Court, 2013)

Meet the FAD Lab team!

Lab Director:

Rachel Farr


PhD from University of Virginia, Developmental and Community Psychology (BS from Cornell University)

Dr. Farr's research focuses on diverse families, particularly those parented by lesbian, gay, bisexual, transgender, and queer (LGBTQ+) adults and formed through adoption. Overarching themes in Dr. Farr's writings include how empirical research on LGBTQ+ parent families and on adoption may be informative to public policy, practice, and law, especially given that her research has been influential in media circles, public debates, and legal and policy domains. She serves on her local county school's LGBTQ+ advisory committee, as well as in multiple leadership roles in her department and university, especially as related to diversity and inclusion efforts. Founded the FAD lab: Summer 2015



Graduate Students:

Madison Diomede


PhD expected 2025 (Class of 2020, University of Texas at Tyler)

My research interests revolve around identity development, identity saliency, and socialization. In the past, I have researched developmental and psychological predictors of LGBTQ+ attitudes in college students. Currently, I am exploring the intersection between diverse family structures and identity in adolescents and young adults. I am also interested in perceived social status amongst these populations— more specifically, the relationship between perceived social status and various identities such as racial/ethnic, geographic, gender, or sexual identities. Joined the lab: Summer 2020

Emily Lapidus


PhD expected 2025 (College of Charleston, 2019)

My primary research interests focus on how and to what extent childhood development is influenced by public policy. Developmental research focused on adoption into same-gender households is still controversial and there can be a lot of changes that can be made for the better. Specifically in the FAD lab, I am interested in seeing how we can better understand development of children in same-gender households so we can better the current adoption systems. Joined the lab: Summer 2020

Kevin McAweeney (he/him)


PhD Expected 2027 (University of California Davis 2021)

Major: Psychology, Minor: Women & Gender Studies

Key Professional Goals and Interests: My research focuses on two main research topics. The first research is centered on LGBTQ+ families and populations with a focus on the impacts of geographic environment and the beneficial aspects of LGBTQ+ community belonging. The second is research centered around violent radicalization and identifying factors that lead to radicalization. I also look at how these ideas intersect looking at LGBTQ+ communities that exist in majority conservative regions and how anti-LGBTQ+ sentiment relates to violent radicalization. Joined the lab: Summer 2022

nita adult   nita baby

Nita Kulkarni (she/her)


PhD Expected 2028 (Arizona State University 2023)

Majors: Psychology, Family & Human Development; Minor: Women & Gender Studies

Key professional goals and interests: I am interested in studying adolescent mental health through a lens of intersectionality, specifically focusing on LGBTQ+ youth of color with anxiety and mood disorders. Broadly, I am interested in how psychopathology presents in youth with intersecting identities and across diverse family structures. My previous research has focused on the impact of family engagement in schools on child well-being, and my career goal is to practice as a clinical psychologist for adolescents. Joined the lab: Fall 2023

casper adult

Abigail Moore
Major: Psychology
Minor: Women Gender and Sexuality Studies
Certificate: LGBTQ+ Studies

Key Professional Goals and Interests: I am interested in studying and addressing gender biases in psychological methodology. Specifically, I am invested in researching ways to make psychological assessments and treatments more inclusive for trans and gender-diverse individuals. Through my additional work with the RAGE and Law Lab, I also work on how queer/trans individuals and families navigate difficult political climates. Joined the lab: Fall 2023

Research Assistants:

Grant Biggerstaff (he/him)


Expected Graduation: Spring 2024

Major: Psychology

Key Professional Goals and Interests: My goal is to become a clinical psychologist. Joined the lab: Summer 2022

Simon Boone (he/him)


Expected Graduation: Spring 2023

Major: Psychology, Minor: Gender & Women's Studies

Key Professional Goals and Interests: The next step in my career is to enroll in Graduate school to obtain my Ph.D. in counseling psychology. I hope to open a community center in my hometown that supports LGBT+ youth by providing counseling resources. I enjoy horror and playing video games with my friends, including Dungeons and Dragons on the weekends. Joined the lab: Spring 2022

Emerson Adult  Emerson Baby

Emerson Palazzo 


Expected Graduation: Spring 2025

Majors: Psychology and Interdisciplinary Disability Studies

Key Professional Goals and Interests: After I graduate, I hope to go on to get a master's degree with the end goal of working in autism therapy. I am not sure which form of therapy I want to pursue, but I would love to go into both individual and group counseling. My main educational interests are disabilities, autism, and LGBTQ+ issues, so I hope to help individuals in those communities in my future career. In my free time, you can find me at the UK Visitor Center, playing ultimate frisbee on the UK Women's team, or spending time with those I love! Joined the lab: Spring 2022

Lizzie Schreyer (She/her) 


Expected Graduation: Spring 2024

Major: Psychology Minor: Spanish

Key Professional Goals and Interests: After graduation I plan on attending graduate school to earn a Ph.D. My research interests are centered around family dynamics, specifically those within the LGBTQ+ community. Joined the lab: Fall 2022

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Chase Myers

Major: Psychology

Key Professional Goals and Interests: I plan on obtaining an undergraduate degree in psychology and continuing my studies at graduate school. I hope to earn a doctorate in clinical psychology. My main research interests are mental health, abnormal psychology, social psychology, and clinical work. Joined the lab: Spring 2023

Kendall Adult  Kendall Baby

Kendall Cates (she/her)

Expected graduation: Spring 2025


Major: Psychology 

Key Professional Goals and Interests: After graduation I would like to obtain my masters degree and work towards a career in therapy. My research interests include mental health, specifically in children, and family systems. Joined the lab: Spring 2023

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Michael Rohs

Expected Graduation: Spring 2025


Major: Psychology

Minor: Spanish

Key Professional Goals and Interests: I hope to become a professor and continue to research social justice issues.

danielle adult   danielle baby

Danielle Davis

Expected Graduation: Fall 2024


Major: Psychology

Minor: Criminology

Key Professional Goals and Interests: My goal is to be a clinical psychologist with a concentration in forensics. 

Lab Alumni:

Brittany Alexander

Class of 2022

Major: Psychology Minor: Criminology

Key Professional Goals and Interests: I am planning on attending graduate school to pursue a PhD in Counseling Psychology one I graduate from UK. I have a particular interest in child and adolescent mental health research. Outside of school, I enjoy reading, watching movies, and spending time with my roommates. My goal is to pursue a Ph.D. in Developmental Psychology and my main research interests surround the mental health of children and adolescents with chronic illnesses. Joined the lab: Summer 2020

Chelsea Bass

Class of 2021

Major: Psychology Minor: Family Sciences

Key Professional Goals and Interests: My goal is to pursue a Ph.D. in Developmental Psychology and my main research interests surround the mental health of children and adolescents with chronic illnesses. Joined the lab: Fall 2018

Jordan Bernard

Class of 2022

Major: Psychology, Topical Studies in Social and Behavioral Science

Key Professional Goals and Interests: I have a strong interest in developmental psychology, with a focus on children, especially those from diverse backgrounds, and their educational process and needs. My goal is to one day be able to aide children going through school by helping them achieve an education that is best suited for them. I plan on going to graduate school to earn my Ed.S in School Psychology after I complete my undergrad. Joined the lab: Fall 2019

Emma Breetz

Class of 2022

Major: Psychology Minor: Spanish

Key Professional Goals and Interests: After graduating, I plan to apply and join the Peace Corps and work with youth in development. Forming human connections and understanding individuals from all different perspectives is what brought me to study psychology. Outside of school you can find me outdoors, running, hiking, and partaking in the occasional barre or cycling class. Joined the lab: Fall 2020

Meg Brown


UK alumni, Telecommunications, B.A.

Currently pursuing Clinical Mental Health Counseling, M.A., at EKU

Key Professional Goals and Interests: My current goals are to complete the Clinical Mental Health Counseling program at EKU and begin work towards professional counseling licensure. My current interests are focused on the LGBTQ+ community, adolescents, adoption, socialism, and community organizing. I currently volunteer as a tutor at the Village Branch Library. Joined the lab: Summer 2016

Samuel Bruun, PhD

PhD in 2021 (Class of 2016, University of Wisconsin Stevens Point)

My broad research interests revolve around the ways in which people use cultural artifacts, such as toys, clothing, and fictional characters to represent and reinforce gender. My most recent research line has focused on understanding how LGBTQ+ people engage in gender presentation, and the unique pressures that these groups might face making presentation choices, in comparison to cisgender and heterosexual people. This line of research has led to a developing interest in discrepancy theory, examining how people’s mental health is impacted when their ideal self feels unattainable, or is blocked by social obstacles. My other research interests include the impact of children’s gender-typed play behaviors, how LGBTQ+ parents talk to their children about sexuality, and identity development in the intersection between race, gender and sexual orientation. Joined the lab: Summer 2016

Calisee Burand

Class of 2021

Major: Psychology, Topical Studies in Cognitive Sciences

Key Professional Goals and Interests: Currently, I am applying to graduate schools in clinical and counseling psychology to pursue a career as a clinician working with children. I have a particular interest in neurochemistry and developmental psychology. Outside of classes, I love yoga, Zumba, and a hearty bowl of oatmeal. Joined the lab: Spring 2019

Amanda Campbell


Class of 2017 Major: Psychology

Key Professional Goals and Interests: social psychology, specifically stereotyping -- I plan to get my PhD in social psychology and later be a professor. Joined the lab: Fall 2016

Krystal Cashen, PhD

PhD, 2020, University of Massachusetts Amherst (Class of 2013, Vassar College)

Dr. Cashen earned her PhD in developmental science frm the University of Massachusetts Amherst in 2020. Broadly, her research focuses on development in the context of diverse family systems (LGBTQ+ parent families, adoptive families). Her dissertation examined experiences of stigmatization and community among emerging adults with LGBTQ+ parent(s). She has also been involved in research looking at the close relationships of adopted people through the transition to adulthood. Joined the lab: Summer 2020 (Postdoc)

Indrani Chatterjee

Class of 2018

Major: International Studies & Psychology

Key Professional Goals and Interests: Moving away from psychology (sorry!), I plan to pursue a public health career. My main interest is community-based health education, with a special focus in inclusive sexual health education. I'd love to take my experience abroad and find ways to incorporate these concepts into international development. Post-graduation, I will be staying in Lexington and working an entry-level job in the health field. I eventually hope to serve in the Peace Corps, and earn an MPH (and one fine day, a PhD) in Health Behavior. Joined the lab: Summer 2017

Jessica Cherry

Class of 2017

Major: Psychology

Key Professional Goals and Interests: getting a masters degree in school psychology and becoming a school psychologist with hopes in working at an elementary school Joined the lab: Fall 2015

Mary Rome Daniel (she/her)

Class of 2023

Major: Psychology, Minor: Family Sciences

Key Professional Goals and Interests: After I have earned my bachelor's degree, my goal is to attend graduate school to earn a master's degree in family & marriage therapy. Pursuing a career in family & marriage therapy has always been an interest of mine. Specifically, I am interested in diversity among families, and someday I hope to provide treatment or counseling to families with various conflicts. Outside of my academic career, I practice with the UK Saddle Seat Team and I am a member of Kappa Delta sorority! Joined the lab: Spring 2022

Heather Evans

Class of 2022

Major: Psychology Minor: Sociology

Key Professional Goals and Interests: I plan on taking the MCAT this spring and I will hopefully be attending medical school in order to further pursue my psychology interests to become a psychiatrist. I find all facets of psychology research to be absolutely fascinating and I am super happy to be a part of the FAD lab! Joined the lab: Summer 2020

Ryder From (he/him)

Class of 2023

Major: Psychology, Minors: Spanish, Journalism

My biggest interest is people. I love trying to understand why some people act and think the way they do. The psychology classes I’ve taken have shed so much light on these mentalities and behaviors. I plan on becoming a child and adolescent therapist in the future and put this learning into action. I want to help children with mental disorders such as anxiety and depression in order to build emotional skills as early as possible and tackle the stressors in their lives right away. In addition to that, my hobbies include singing (very high and very loud), creative writing, digital design, and walking. I also hope to self-publish a book in the future, one that’s already in the works. Joined the lab: Fall 2021

Evelyn Gonzalez

Class of 2020

Major: Psychology & Spanish

Key Professional Goals and Interests: I am interested in developmental psychology, researching the LGBTQ+ community, looking at adoption trends, and child socialization. I hope to go on to graduate school and attain a Ph.D. in developmental psychology. Joined the lab: Summer 2018

Erika Goodman

Class of 2018

Major: Psychology; Minor in Family Sciences

Key Professional Goals and Interests: I plan on obtaining my PhD in counseling psychology and then go on to work as a family counselor with hopes of opening my own counseling center. My research interests include religion, sexual identity, and how those come into play in the family system. Joined the lab: Summer 2017

Abby Graham (she/her)

Class of 2023

Majoring in Psychology, Minoring in Classics

I am very interested in public policy and the ways that psychology and research shape them. My more specific interests are LGBTQ+ issues, sexual assault victims and the legal system, and women’s issues. I believe that these groups are still not treated with equality in many of our institutions, and as psychologists, we have the power to change that. Some organizations I’m a part of at U.K are Alpha Phi Omega, the Student Activities Board, the Classics Honors Society, and YDSA. My hobbies are reading, yoga, horticulture, crafting, cooking/baking, and tennis. Joined the lab: Summer 2021

Rachel Harden

Class of 2018

Major: Psychology; Minor in Family Sciences

Key Professional Goals and Interests: I want to go to grad school and study school counseling. Joined the lab: Fall 2016

Camille Harn

Class of 2023

Major: Psychology

Key Professional Goals and Interests:  After getting my bachelor's, I plan to pursue a PhD in Psychology, and pursue a career in research and academia. Joined the lab: Fall 2020

Morgann Hegge

Class of 2019

Major: Psychology; Minor: Family Sciences

Key Professional Goals and Interests: I aspire to earn my Masters degree in Couples and Family Therapy and hope to someday run my own private practice. My research interests include human sexuality, family systems, ambiguous loss, military families, and religious socialization. Outside of the lab I enjoy spending time with family, crafting, working out, and spoiling my dog. Joined the lab: Summer 2018

Cassie Johnson (she/her)

Expected Graduation: Spring 2022

Majors: Psychology and US Culture & Business Practices

After graduation in the Spring, I hope to work as a policy analyst for the United States government. After a few years, I hope to go to graduate school to pursue a degree in Public Administration or Public Policy. My main interests lie in two different fields. One being environmental infrastructure and the second being families. So, in this lab I hope to learn how family structure and decision-making affect someone's adult life. When I’m not at school or at my part-time job at Chipotle, I love to hike, kayak, read, and drink copious amounts of coffee with my friends. Joined the lab Fall 2021

Stefanie Jones

Class of 2017

Major: Psychology with Communication Minor

Key Professional Goals and Interests: I/O psychology Joined the lab: Spring 2016

Katie Kirk

Class of 2020

Major: English, Minor: Psychology & Theatre

Key Professional Goals and Interests: how LGBTQ+ youth manage their identities in today's world/the role that social media plays in modern sexual identity formation, narrative theory, psycholinguistics. My hobbies are writing plays, acting, going on walks, and playing with my friends' cats. Joined the lab: Spring 2019

Madison Martin

Class of 2018

Major: Psychology

Key Professional Goals and Interests: I am primarily interested in developmental psychology and children's well-being. Moreover, children in the foster care system and that have been adopted. I hope to go to graduate school for school psychology. Joined the lab: Fall 2018

Mandy Martin (She/Her)

Class of 2023

Majors: Psychology, Sociology; Minors: Gender and Women’s Studies, Criminology

Key Professional Goals and Interests: After graduation, I hope to get a PhD in clinical psychology then practice therapy and teach. I have a strong interest in mental health, specifically that of marginalized populations such as women, POC, LGBTQ+ populations, children, and survivors of trauma.

Caroline Miller


Class of 2018

Major: Psychology & English

Key Professional Goals and Interests: I am interested in social and developmental psychology. I think children’s perceptions of gender, diversity, and stereotypes are important in social development. Joined the lab: Fall 2017

Leo Headshot

Leo Miller

Major: Psychology, Minor: Neuroscience

Key Professional Goals and Interests: Leo is a first-year doctoral student in the Ph.D. Clinical Psychology program and works with Dr. Sarah Fischer in the Impulse Lab. They aim to fill the gaps inside specific treatment interventions for eating disorders and alcohol use and investigate the potential roles of LGBTQ Minority Stress (Internalized Homophobia, Concealment) and Gender Dysphoria within the development and maintenance of problematic drinking and disordered eating within LGBTQ individuals. Joined the Lab: Summer of 2021

Jillian Morrison


Class of 2021

Major: Psychology

Key Professional Goals and Interests: While I enjoy learning about all aspects of psychology, my current focus is developmental and abnormal. One day, I hope to earn a Ph.D. in Clinical Psychology and become a Child Psychologist who works with children and families going through cancer diagnoses. Joined the lab: Summer 2019

Alex Nelson


Class of 2017

Major: Psychology

Key Professional Goals and Interests: Pursue further education in developmental, make a career out of research, actively work with kids as often as possible Joined the lab: Spring 2016

Reagan Rucker


Class of 2018

Major: Psychology

Key Professional Goals and Interests: I am planning on attending graduate school to earn my LCSW. I want to become a family and marriage therapist. My current interests are focused on studying open adoption, and trauma from sexual exploitation and domestic abuse. Joined the lab: Fall 2018

Kelsey Siebenthaler

High School Student,

Class of 2020 Expected Major: Business & Spanish

Key Professional Goals and Interests: I hope to eventually become a CFO in the very far future and be able to connect with people across the globe through language. Joined the lab: Fall 2018

Kay Simon, PhD

PhD in 2021 (Class of 2015, Ohio Wesleyan University)

Broadly my research interests focus on how we as diverse individuals come to conceptualize sexual identity in relation to other identities (e.g., racial-ethnic, gender) and various ecological contexts particularly family life. Understanding the way sin which we come to create narratives for ourselves as well as the ways in which others view and perceive our identities is my primary interest. My current research is focused on ambiguous loss theory and boundary ambiguity in the context of LGBTQ+ identity development and family stress. Further, this work is often in the context of LGBTQ+ people's perceptions of parenthood, for those who are already parents, or those who want to be parents in the future. In addition, identity-based socialization such as sexual or gender identity, racial-ethnic identity, and adoption status are an additional line of research. A relatively new interest is perceptions of sexual or gender identity that are under-researched such as asexual-identified people. Joined the lab: Summer 2016

Ryan Stephens

Class of 2021

Major: Psychology

Key Professional Goals and Interests:  I am currently applying to graduate schools to pursue my PhD.  I have a broad interest in LGBTQ+ research, especially intragroup/intergroup relationships, identity, and sexuality.  Outside of the lab and working on my senior thesis, I like to play hockey and explore downtown.  Joined the lab: Summer 2020.

Teja Sudhakar

Class of 2022

Major: Psychology, Gender and Women's Studies, and a minor in Creative Writing

Key Professional Goals and Interests: After graduating, I plan on pursuing a PhD in Social Psychology, and hopefully a future career in academia. I am especially interested in learning about how race and gender can play a role in identity formation, relationships, and mental health. Outside of school, my hobbies include writing, painting, and annoying my cat. Joined the lab: Summer 2020

Cristin Sullivan

Class of 2018

Major: Psychology & Anthropology

Key Professional Goals and Interests: I want to go into Clinical Psychology and complete training to do therapy. Some of my interests include mental health, body image, and self-esteem. Joined the lab: Summer 2017

Queen-Ayanna Sullivan

Class of 2019

Major: Psychology and Human Communication

Key Professional Goals and Interests: After graduation I plan on attending graduate school to pursue a graduate degree in either school or counseling psychology. My ultimate career goal is to become a psychologist for the government, focusing on military families. Joined the lab: Fall 2018

Anna Susini

Email: High School Student,

Class of 2018

Major: Undecided

Key Professional Goals and Interests: I’m interested in working with or researching bicultural and bilingual families, with a special focus on child development. Joined the lab: Spring 2017 Now attending Brown University, Class of 2022

Camryn Thompson (she/her) 


Class of 2023

Major: Psychology; Minors: English, Gender and Women's Studies

Key Professional Goals and Interests: I am pursuing a Master of Science in Social Work at the University of Louisville's Kent School. My goal after graduating with an MSSW degree is to work towards becoming a Licensed Clinical Social Worker to provide therapy for individuals, couples, families, and LGBTQ+ youth. Joined the lab: Fall 2022

Casey Vázquez

MS in 2021 (Class of 2017, University of Kentucky)

Primarily, I am interested in how parent-child relationships and communication in diverse family systems relate to adolescent and young adult's sexuality development. Specifically, I intend to explore how sexual minority and adoptive parents talk to their children about sexuality and how these conversations may influence child and family level outcomes and relationships. I am also interested in the perceptions and stereotypes of youth in foster care. Lastly, I have helped spearhead a project exploring birth relatives' experiences of contact with the adoptive families whom they are connected to. Joined the lab: Summer 2016

Joe Walden

Class of 2020

Major: Psychology & Neuroscience

Key Professional Goals and Interests: I hope to one day go to medical school and become a doctor, possibly working in pediatric psychiatry or pediatric oncology. Joined the lab: Summer 2017

Madison Yee

Class of 2017

Major: Psychology with a Minor in Neuroscience

Key Professional Goals and Interests: Clinical Neuropsychology focusing on Traumatic Brain Injury Joined the lab: Fall 2015

Kelsey Young

Class of 2019

Major: Pre-Nursing

Key Professional Goals and Interests: Graduating from nursing school and continuing my education through a master’s program. Joined the lab: Fall 2016


FAD Lab Events and Photos!

grad students

The FAD Lab team attending the SRCD biennial meeting in Salt Lake City, Utah in the Spring of 2023. 

2023 496 Students

Our 496 thesis students presenting their posters at the poster reception in Spring 2023.

FAD Lab Barbie

FAD Lab team members having fun at a Pride festival in Louisville, Kentucky!

FAD Lab Pride

FAD Lab team members at a Pride festival in Louisville, Kentucky.

Lab Party 2023

The FAD Lab celebrating a great school year in the Spring of 2023!

First FAD Lab meeting of the Spring 2022 semester!


FAD Lab members working together in the lab space. 


FAD Lab members at a UK football game!


FAD Lab meeting from April 2020... early pandemic times!


End of Spring 2021 semester party!


LGBTQ Families Symposium presenters at the APA Convention in Chicago August 2019 (from left: Christa Craven, Charlotte Patterson - discussant, Abbie Goldberg, Rachel Farr - chair, Casey Vázquez, Kyle Simon, Kimberly Balsam, and Henny Bos)


Representing academic generations at APA in Chicago (August 2019; from left: Charlotte Patterson - Rachel's mentor, Kyle Simon and Casey Vázquez - Rachel's current PhD students, and Rachel Farr)


FAD Lab representation at APA in Chicago (August 2019; from left: Casey Vázquez, Rachel Farr, and Kyle Simon)


FAD Lab Graduate Students Casey Vázquez and Kyle Simon with Dr. Hal Grotevant's Ph.D. student Krystal Cashen (left) at UMass Amherst for the Rudd Summer Adoption Institute


Kyle Simon presenting at UMass Amherst for the Rudd Summer Adoption Institute, May 2019


Spring 2019 FAD Lab Members at UK Undergraduate Research Showcase 2019


Graduate Student Sam Bruun presenting at 2019 Society for Research in Child Development Symposium


Relevant Resources: Books for Children through Adults about LGBTQ+ Topics

Books for children about LGBTQ+ topics:

Daddy, Papa, and Me by Lesléa Newman, illustrated by Carol Thompson

Rhythmic text and illustrations with universal appeal show a toddler spending the day with their daddies. From hide-and-seek to dress-up, then bath time and a kiss goodnight, there’s no limit to what a loving family can do together. Share the loving bond between same-sex parents and their children. For ages 0–5.

In Our Mothers’ House by Patricia Polacco

The love and support is palpable in this portrait of family diversity with multiracial adopted kids and same-sex parents. Use this joyful and moving book as a model of inclusiveness for children in same-sex households. For Growing Readers ages 6 to 8. 

Pink Is for Boys by Robb Pearlman, illustrated by Eda Kaban

Teaches children about colors and encourages living beyond gender stereotypes, and that every color is for everyone. Great for kids 4-7. 

From the Stars in the Sky to the Fish in the Sea by Kai Cheng Thom, illustrated by Wai-Yant Li and Kai Yun Ching

In the magical time between night and day, when both the sun and the moon are in the sky, a child is born in a little blue house on a hill. And Miu Lan is not just any child, but one who can change into any shape they can imagine. The only problem is they can’t decide what to be: A boy or a girl? A bird or a fish? A flower or a shooting star? At school, though, they must endure inquisitive looks and difficult questions from the other children, and they have trouble finding friends who will accept them for who they are. But they find comfort in the loving arms of their mother, who always offers them the same loving refrain: “whatever you dream of / I believe you can be / from the stars in the sky to the fish in the sea.” In this captivating book about gender, identity, and the acceptance of the differences between us, Miu Lan faces many questions about who they are and who they may be. Ages 3–8.

Harriet Gets Carried Away by Jessie Sima

Harriet, an African American girl, with two dads loves costumes and can get a little carried away! A fun story about remembering where you belong, no matter how far you roam, or what you’re wearing when you get there. Ages 2 to 6. 

Large Fears by Myles E. Johnson, illustrated by Kendrick Daye

“This book aims to create a space for queer Black boys in children’s literature and help young kids of color see themselves reflected in the stories that they read. It tells the story of Jeremiah Nebula ― a Black boy who loves pink things. Jeremiah Nebula longs to travel to Mars where he thinks he will find people and things that accept him rather than shame or alienation for being different from other young Black boys in his life. According to Johnson, this longing leads to a daydream that causes Nebula to confront several fears he would have about going to Mars. The story follows him as he lands on different stars that symbolize different fears he has along his journey.” (HuffPost, Queer Voices) Ages 4–8.

Red: A Crayon’s Story by Michael Hall

A blue crayon mistakenly labeled as "red" suffers an identity crisis. Almost everyone tries to “help” him be red until a friend offers a new perspective. He’s blue! About finding the courage to be true to your inner self. Ages 3 to 5.

Heather Has Two Mommies by: Lesléa Newman

Heather’s favorite number is two. She has two arms, two legs, and two pets. And she also has two mommies. As school begins, Heather sees that, "the most important thing about a family is that all the people in it love one another." Ages 3 to 5.

The Adventures of Honey and Leon by Alan Cumming and Grant Shaffer

The two rescue dogs shadow their dads on a trip across the sea, keeping them out of danger at every turn! How did their dads survive without Honey and Leon’s protection for this long? Ages 5 to 7.

The Different Dragon by Jennifer Bryan

Shows how the wonderful curiosity and care of a little boy, with some help from his two moms, can lead to magical places with a dragon who is tired of being tough. Ages 5 to 7.

Donovan’s Big Day by Lesléa Newman

Captures the excitement of  a young boy as he and his extended family prepare for the boy’s two moms’ wedding. A picture book about love, family, and marriage. Ages 5 to 8.

And Tango Makes Three by Justin Richardson and Peter Parnell, illustrated by Henry Cole

A sweet tale of two male penguins at the Central Park Zoo, given an egg to care for and, ultimately, a penguin chick to raise as their own. 

Great for: Pre-K (ages 3–5), Growing Reader (ages 6–8)

My Princess Boy by Cheryl Kilodavis, illustrated by Suzanne DeSimone

A mother celebrates her son who just happens to love wearing sparkly pink clothes. And tiaras — he loves tiaras. Kilodavis wrote the book memoir-style, describing her own journey of accepting her transgender son.

Great for: Pre-K (ages 3–5), Growing Reader (ages 6-8)

The Adventures of Tulip, Birthday Wish Fairy by S. Bear Bergman, illustrated by Suzy Malik

Tulip has a great job, fulfilling the birthday wishes of all the 9-year-olds in North America. But what will he do when he receives a wish from a child called David, who’d rather be Daniela?

Great for: Pre-K (ages 3–5), Growing Reader (ages 6–8)

Stella Brings the Family by Miriam B. Schiffer

Stella's class is having a Mother's Day celebration, but what's a girl with two daddies to do? Fortunately, Stella finds a unique solution to her party problem in this sweet story about love, acceptance, and the true meaning of family. For ages 3 to 6.

Postcards from Buster: Buster’s Sugartime by Marc Brown

In this episode of the travels and adventures of Buster the bunny, Buster goes to Vermont to learn about maple syrup making. He meets a new friend who has two moms.

Great for: Growing Reader (ages 6–8)

The Boy in the Dress by David Walliams, illustrated by Quentin Blake

Dennis is mad about soccer — but also about fashion. When a friend encourages him to wear a dress to school and call himself “Denise,” instead of being celebrated, he’s kicked out of school. Which means the soccer team loses its star player.

Great for: Growing Reader (ages 6–8), Tween (ages 9–12)

The Misadventures of the Family Fletcher by Dana Alison Levy

The Fletchers are no different from any modern American family — four brothers, various pets (some possibly imaginary), soccer, plays, and pesky neighbors. The fact that the fathers are gay and a few of the brothers are adopted? That’s just background, showing readers without telling them that there as many definitions of family as there are families.Continues with The Family Fletcher Takes Rock Island.

Great for: Tween (ages 9–12)

My Mixed-Up Berry Blue Summer by Jennifer Gennani

June just wants to hang out with her friends this summer, but a backlash against Vermont’s civil union law threatens her family’s security. Use this book to start a conversation about marriage equality and what it is like to be the innocent child of same-sex parents who are discriminated against. For ages 9 to 13.

Better Nate Than Ever by Tim Federle

Eighth-grader Nate Foster feels stuck in small-town, small-mind Pennsylvania, with a religious father and a depressed mother. Nate pines to dance on Broadway, and with the help of his best friend Libby, hops a bus to New York to audition for "ET: The Musical." In the process, his whole world — including his quest to come to terms with his sexuality — busts wide open in a wonderful way.

Great for: Tween (ages 9–12)

Princess Princess Ever After by Katie O’Neill

When the heroic princess Amira rescues the kind-hearted princess Sadie from her tower prison, neither expects to find a true friend in the bargain. They join forces to defeat a jealous sorceress while realizing their happy ever after is with each other. For ages 8 to 11.

A Fire Engine for Ruthie by Lesléa Newman, illustrated by Cyd Moore

Ruthie’s Nana assumes that she will want to play with dolls, put on fashion shows, and paint flowers, but Ruthie wants to play with fire trucks, trains, and motorcycles. When Nana realizes that Ruthie doesn’t conform to traditional notions of what a girl should like, she buys a fire engine for Ruthie. Energetic illustrations capture the loving relationship between Ruthie and Nana in this insightful and sensitive story. Many of Newman’s children’s books touch on the LGBTQ experience in an age-appropriate way that simply conveys the importance of family, acceptance, love, and letting people be who they were created to be. For ages 3 to 7.

Jacob’s New Dress by Sarah and Ian Hoffman, illustrated by Chris Case

Jacob loves wearing dresses and pretending he’s a princess at school, but a male classmate disapproves and says boys can’t wear dresses. Thank goodness for Emily, Jacob’s friend who always defends and supports him and demonstrates the power of an ally. This heartwarming story shows that there are all sorts of ways to be a boy and conveys the importance of support from friends and family. It also speaks to the unique challenges faced by boys who don't identify with traditional gender roles. For ages 3 to 7.

Roland Humphrey Is Wearing a WHAT? By Eileen Kiernan-Johnson, illustrated by Katrina Revenaugh

Roland Humphrey is a little boy who likes to wear pink and fun accessories, but the girls at school have created lists of colors and things that only girls can like. The lists confuse Roland and make him sad because he only really likes the stuff that’s deemed “only for girls.” Roland wonders why girls can be tomboys and like both dolls and sports, but boys cannot. Written in verse, the book playfully raises important questions about gender norms, acceptance, and friendship. For ages 3 to 7.

The Best Man by Richard Peck

Much like the picture books on this list, The Best Man shows an adult gay relationship (and wedding) from a child’s perspective. The main character is Archer, whose uncle Paul is set to marry one of Archer’s teachers. The story spans a whole five years, from Archer’s time in elementary school to middle school. It shows the depth that does exist in the lives of kids, and is funny and sweet at the same time. While not much happens in terms of plot, it is such an easy and enjoyable read that it doesn’t matter so much. Archer grows as a person, and that is what is most important. For ages 9 to 12.

The Pants Project by Cat Clarke

Liv is a transgender boy set on fighting his school’s uniform policy: the girls are made to wear skirts, while the boys are allowed to wear pants. In fighting for his rights, Liv gets to explore his own identity and what it means to be himself, while finding friends who support him no matter what. Liv also comes from a family with two mums, which is explored in a lovely way that shows how strong his family is. For ages 9 to 13.


Books for young adults about LGBTQ+ topics:

The Misfits by James Howe

A gang of seventh graders, bonded for years over being shunned and bullied by others (one’s gay, one’s an outspoken girl, one’s everybody’s favorite hooligan), form an alliance when they decide to not take the taunts anymore. Followed up by Totally Joe.

Great for: Tween (ages 9–12), Teen (ages 13–14)

 As the Crow Flies by Melanie Gillman

Thirteen-year-old Charlie experiences isolation resulting from racist and homophobic bullying while at an all-girls’ Christian camp. This 2018 Stonewall Award Honor-winning graphic novel sensitively explores issues around race, faith, feminism, and girls’ friendships. For ages 12 and up.

Anger Is a Gift by Mark Oshiro

A high school boy falls in love with an undocumented immigrant in this timely and thought-provoking novel. Sexual orientation, race, and ethnicity are all portrayed against a backdrop of police violence and social injustice in an inner-city Oakland setting. For ages 12 and up.

Like Water by Rebecca Podos

Loyal, dependable Vanni questions her sexual identity when she becomes friends with mischievous and daring Leigh. Winner of the 2018 Lambda Literary Award, this book explores self-discovery in the context of Hispanic family culture. For ages 12 and up.

Simon vs. The Homo Sapiens Agenda by Becky Albertalli

Sixteen-year-old and not-so-openly gay Simon Spier prefers to save his drama for the school musical. But when an email falls into the wrong hands, his secret is at risk of being thrust into the spotlight. Now change-averse Simon has to find a way to step out of his comfort zone before he’s pushed out — without alienating his friends, compromising himself, or fumbling a shot at happiness with the most confusing, adorable guy he’s never met. Incredibly funny and poignant, this twenty-first-century coming-of-age, coming out story — wrapped in a geek romance — is a knockout of a debut novel by Becky Albertalli. For ages 12–18.

History is All You Left Me by Adam Silvera

When Griffin’s first love and ex-boyfriend, Theo, dies in a drowning accident, his universe implodes. Even though Theo had moved to California for college and started seeing Jackson, Griffin never doubted Theo would come back to him when the time was right. But now, the future he’s been imagining for himself has gone far off course. To make things worse, the only person who truly understands his heartache is Jackson. But no matter how much they open up to each other, Griffin’s downward spiral continues. If Griffin is ever to rebuild his future, he must first confront his history, every last heartbreaking piece in the puzzle of his life. For ages 14 and up.

Let’s Talk About Love by Claire Kann

Alice had her whole summer planned. Nonstop all-you-can-eat buffets while marathoning her favorite TV shows (best friends totally included) with the smallest dash of adulting―working at the library to pay her share of the rent. The only thing missing from her perfect plan? Her girlfriend (who ended things when Alice confessed she’s asexual). Alice is done with dating―no thank you, do not pass go, stick a fork in her, done. But then Alice meets Takumi and she can’t stop thinking about him or the rom com-grade romance feels she did not ask for (uncertainty, butterflies, and swoons, oh my!). When her blissful summer takes an unexpected turn and Takumi becomes her knight with a shiny library-employee badge (close enough), Alice has to decide if she’s willing to risk their friendship for a love that might not be reciprocated―or understood. For ages 13 and up.




Selected Publications: 

*student co-author;  1joint first author

1*Lapidus, E. P., 1*Watkins, C. L., & Farr, R. H. (2023). Birth mothers’ experiences of support before, during, and after adoptive placement. American Journal of Orthopsychiatry. Advance online publication.

Messina, R., Farr, R. H., & Tasker, F. (2023). Communication about children’s origins among same-gender adoptive parent families in Belgium, France, and Spain. Family Relations. Advance online publication.

1*Burand, C. R., 1Cashen, K. K., *Simon, K. A., & Farr, R. H. (2023). Narratives of youth with LGBTQ+ parents: Feelings of openness and acceptance toward others, oneself, and family. Journal of Adolescent Research. Advance online publication.

*Bruun, S. T., Farr, R. H., & *Simon, K. A. (2023). Retrospective accounts of first exposure to minoritized sexual and gender identities. Social Development, 32(1), 32-46.

Farr, R. H., *Vázquez, C. P., & *Lapidus, E. P. (2023). Birth relatives’ perspectives about same-gender parent adoptive family placements. Family Process, 62(2), 624-640 VIDEO ABSTRACT

*Bell, S. B., Farr, R. H., Ofuso, E., Hehman, E., & DeWall, C. N. (2023). Implicit bias predicts less willingness and frequent adoption of Black children more than explicit bias. The Journal of Social Psychology, 163(4), 554-565.

Farr, R. H., Tornello, S. L., & Rostosky, S. R. (2022). How do LGBTQ+ parents raise well-adjusted, resilient, and thriving children? Current Directions in Psychological Science31(6), 526–535.

*Simon, K. A., & Farr, R. H. (2022). Identity-based socialization and adopted children’s outcomes in lesbian, gay, and heterosexual parent families. Applied Developmental Science, 26(1), 155-175.

Patterson, C. J., & Farr, R. H. (2022). Sexual orientation, gender identity, and foster care: What can social science offer in a case like Fulton v. City of Philadelphia? Family Court Review, 60(1), 10-22.

*Simon, K. A., *Hawthorne, H. M., Clark, A. N., Riley, B. M., Farr, R. H., Eaton, L. A., & Watson, R. J. (2022). Contextualizing the experiences of asexual youth: Demographic characteristics and health, family, and school outcomes. Journal of Youth and Adolescence51, 128-140.

*Simon, K. A., & Farr, R. H. (2021). Adoption and racial/cultural socialization in diverse adoptive families: Associations with demographic characteristics, academic outcomes, and parent-child relationships. (In L. Hillard & C. Smalls Glover, Eds., special issue on Family Socialization: Diversity in Strategies, Beliefs, and Practices). Research in Human Development, 18(4), 295-310.

Patterson, C. J., Farr, R. H., & Goldberg, A. E. (2021, October). LGBTQ+ parents and their children. National Council on Family Relations: Policy Brief, 6(3), 1-8.

*Simon, K. A., & Farr, R. H. (2021). Development of the Conceptual Future Parent Grief (CFPG) Scale for LGBTQ+ people. Journal of Family Psychology35(3), 299-310. 

*Bruun, S. T., & Farr, R. H. (2021). Longitudinal gender presentation and associated outcomes among adopted children with lesbian, gay, and heterosexual parents. Journal of GLBT Family Studies, 17(3), 231-250.

Farr, R. H., & *Vázquez, C. P. (2020). Stigma experiences, mental health, perceived parenting competence, and parent-child relationships among lesbian, gay, and heterosexual adoptive parents in the United States (In N. Carone, H. Bos, G. Shenkman, & F. Tasker, Eds., special issue on LGBTQ Parents and their Children during the Family Life Cycle). Frontiers in Psychology – Developmental Psychology11, 445 (pages 1-16). (Note: journal fee waived for special issue.)

Goldberg, A. E., Tornello, S. T., Farr, R. H., Smith, J. Z., & Miranda, L. (2020). Barriers to adoption and foster care and openness to child characteristics among trans adults. Child and Youth Services Review, 109 (February 2020).

*Simon, K. A., *Vázquez, C. P., *Bruun, S. T., & Farr, R. H. (2020). Retrospective feelings of difference based on gender and sexuality among emerging adults. Psychology of Sexual Orientation and Gender Diversity, 7(1), 26-39.

Farr, R. H., *Bruun, S. T., & Patterson, C. J. (2019). Longitudinal associations between coparenting and child adjustment among lesbian, gay, and heterosexual adoptive parent families. Developmental Psychology, 55(12), 2547-2560.

Farr, R. H., *Bruun, S. T., & *Simon, K. A. (2019). Family conflict observations and outcomes among adopted school-age children with lesbian, gay, and heterosexual parents. Journal of Family Psychology, 33(8), 965-974.

Farr, R. H. (2019). Introduction to the special issue: Social science perspectives on contemporary lesbian family life, 2009-2019. Journal of Lesbian Studies, 23(4), 425-438.

*Wyman Battalen, A., Farr, R. H., Brodzinsky, D. M., & McRoy, R. G. (2019). Socializing children about family structure: Perspectives of lesbian and gay adoptive parents. Journal of GLBT Family Studies, 15(3), 235-255.

Farr, R. H., *Salomon, I., Brown-Iannuzzi, J. L., & Brown, C. S. (2019). Elementary school-age children’s attitudes toward same-sex parent families. Journal of GLBT Family Studies, 15(2), 127-150.

Farr, R. H. (2019)LGBTQ parent adoption. Rudd Adoption Research Program Publication Series: The Future of Adoption. University of Massachusetts Amherst.

Farr, R. H., & Goldberg, A. E. (2018). Sexual orientation, gender identity, and adoption law (In C. J. Patterson & C. Ball, Eds. special issue on Sexual Orientation, Gender Diversity, and Family Law). Family Court Review, 56(3), 374-383.

*Simon, K. A., Tornello, S. L., Farr, R. H., & Bos, H. M. W. (2018). Envisioning future parenthood among bisexual, lesbian, and heterosexual women (In J. C. Gonsiorek, M. E. Brewster, A. L. Brimhall, A. Pollitt, & L. E. Ross, Eds., special section on Bisexual Issues). Psychology of Sexual Orientation and Gender Diversity, 5(2), 253-259.

Farr, R. H., *Bruun, S. T., *Doss, K. M., & Patterson, C. J. (2018). Children’s gender-typed behavior from early to middle childhood in adoptive families with lesbian, gay, and heterosexual parents. Sex Roles, 78(7), 528-541.

Farr, R. H., *Ravvina, Y., & Grotevant, H. G. (2018). Birth family contact experiences among lesbian, gay, and heterosexual adoptive parents with school-age children (In B. van Eeden-Moorefield, Ed., special issue on Intersectional Variations in the Experiences of Queer Families). Family Relations, 67(1)132-146

*Sumontha, J., Farr, R. H., & Patterson, C. J. (2017). Children’s gender development: Associations with parental sexual orientation, division of labor, and gender ideology. Psychology of Sexual Orientation and Gender Diversity, 4(4), 438-450.

Farr, R. H., Tasker, F., & Goldberg, A. E. (2017). Theory in highly cited studies of sexual minority parent families: Variations and implications. Journal of Homosexuality, 64(9), 1143-1179.

Patterson, C. J., & Farr, R. H. (2017). What should we call ourselves? Last names among lesbian, gay, and heterosexual couples and their adopted children. Journal of GLBT Family Studies, 13(2), 97-113.

Cody, P. A., Farr, R. H., McRoy, R. G., Ayers-Lopez, S. J., & Ledesma, K. J. (2017). Youth perspectives on being adopted from foster care by lesbian and gay parents: Implications for families and adoption professionals. Adoption Quarterly, 20(1), 98-118

Farr, R. H. (2017). Does parental sexual orientation matter? A longitudinal follow-up of adoptive families with school-age children. Developmental Psychology, 53(2), 252-264.

Farr, R. H. (2017). Factors associated with relationship dissolution and post-dissolution adjustment among lesbian adoptive couples (In S. Holley, Ed., special issue on contemporary lesbian relationships). Journal of Lesbian Studies, 21(1), 88-105.

Farr, R. H., *Simon, K. A., & *Bruun, S. T. (2017). LGBTQ relationships: Families of origin, same-sex couples, and parenting. In N. R. Silton (Ed.), Family dynamics and romantic relationships in a changing society (pp. 110-136). IGI Global.

*Oakley, M. K., Farr, R. H., & Scherer, D. G. (2017). Same-sex parent socialization: Understanding gay and lesbian parenting practices as cultural socialization. Journal of GLBT Family Studies, 13(1), 56-75.

Farr, R. H., *Oakley, M. K., & *Ollen, E. W. (2016). School experiences of young children and their lesbian and gay adoptive parents (In N. C. Heck, V. P. Poteat, & C. S. Goodenow, Eds., special issue on advances in research with LGBTQ youth in schools). Psychology of Sexual Orientation and Gender Diversity, 3(4), 442-447.

*Sumontha, J., Farr, R. H., & Patterson, C. J. (2016). Social support and coparenting among lesbian, gay, and heterosexual adoptive parents. Journal of Family Psychology, 30(8), 987-996.

Farr, R. H., & Tornello, S. L. (2016). The transition to parenthood and early child development in families with same-sex parents. International Journal of Birth and Parent Education, 3(3), 17-22.

Farr, R. H., *Flood, M. E., & Grotevant, H. D. (2016). The role of siblings in adoption outcomes and experiences from adolescence to emerging adulthood. Journal of Family Psychology, 30(3), 386-396.

Farr, R. H., *Crain, E. E., *Oakley, M. K., *Cashen, K. K., & *Garber, K. J. (2016). Microaggressions, feelings of difference, and resilience among adopted children with sexual minority parents. Journal of Youth and Adolescence, 45(1), 85-104.

Farr, R. H., & Goldberg, A. E. (2015). Contact between birth and adoptive families during the first year post-placement: Perspectives of lesbian, gay, and heterosexual parents. Adoption Quarterly, 18(1), 1-24.

Patterson, C. J., Farr, R. H., & Hastings, P. D. (2015). Socialization in the context of family diversity. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization (2nd ed., pp.  202-227). Guilford Press.

Farr, R. H., *Grant-Marsney, H. A., & Grotevant, H. D. (2014). Adoptees’ contact with birth parents in emerging adulthood: The role of adoption communication and attachment to adoptive parents. Family Process, 53(4), 656-671. (VIDEO ABSTRACT)

Farr, R. H., *Grant-Marsney, H. A., *Musante, D. S., Grotevant, H. D., & Wrobel, G. M. (2014). Adoptees’ contact with birth relatives in emerging adulthood. Journal of Adolescent Research, 29(1), 45-66.

Farr, R. H., Diamond, L. M., & Boker, S. M. (2014). Female same-sex sexuality from a dynamical systems perspective: Sexual attraction, desire, and behavior. Archives of Sexual Behavior, 43(8), 1477-1490.

Farr, R. H., & Patterson, C. J. (2013). Coparenting among lesbian, gay, and heterosexual couples: Associations with adopted children’s outcomes. Child Development, 84(4), 1226-1240.

Farr, R. H., & Patterson, C. J. (2013). Lesbian and gay adoptive parents and their children. In A. E. Goldberg & K. R. Allen (Eds.), LGBT-parent families: Possibilities for new research and implications for practice (pp. 39-55). Springer Publications.

Tornello, S. L., Farr, R. H., & Patterson, C. J. (2011). Predictors of parenting stress among gay adoptive fathers in the United States. Journal of Family Psychology, 25(4), 591-600.

Patterson, C. J., & Farr, R. H. (2011). Coparenting among lesbian and gay couples. In J. McHale & K. Lindahl (Eds.), Coparenting: Theory, research, and clinical applications (pp. 127-146). American Psychological Association.

Farr, R. H., Forssell, S. L., & Patterson, C. J. (2010). Parenting and child development in adoptive families: Does parental sexual orientation matter? Applied Developmental Science, 14(3), 164-178.

Farr, R. H., Forssell, S. L., & Patterson, C. J. (2010). Lesbian, gay, and heterosexual adoptive parents: Couple and relationship issues. Journal of GLBT Family Studies, 6(2), 199-213. 

Farr, R. H., & Patterson, C. J. (2009). Transracial adoption by lesbian, gay, and heterosexual parents: Who completes transracial adoptions and with what results? Adoption Quarterly, 12(3-4), 187-204.