studentveteranliteraturereview0’nodac’2015’ed’session ... · •...

Student Veteran Literature Review-‐ NODAC 2015 Ed Session Block 1

DeRamio, D., Ackerman, R., Mitchell, R. L. (2008). From combat to campus: Voices of student-‐veterans. Journal of Student Affairs Research and Practice, 45(1), 73-‐102. doi: 10.2202/1949-‐6605.1908

Background/Context: The author’s utilized Schlossberg’s transition theory as a framework. Prior to this study there was extremely limited research on contemporary student veterans in higher education (OIF or OEF), research was limited to mental health. Schlossberg recap: Schlossberg’s Transitional theory describes an individual’s management of a transition. The theoretical model is ‘Moving In, Moving Through, Moving Out’ (p. 76). Through this progression, the transition is influenced by the ‘4S’s’: situation, self, support and strategies. (Situation-‐ Trigger, timing, control, role change, duration, concurrent stress. Self-‐ demographic variables or characteristics, and psychological resources (e.g. coping). Support-‐ networks, relationships, units. Strategies-‐ the action of navigating the transition, coping mechanisms, managing stress.) (Evans, Forney, Guido, Patton, & Renn, 2010). Purpose/Objective/Research Question/Focus of Study: To explore and understand student veteran transition to higher education. Setting: Three institutions from the northern, southern and western regions of the U.S. Population/Participants/Subjects: 25 participants (6 women and 19 men). All recently active duty from reserves, National Guard, Army, Marines and Air Force. Ages ranged from 20-‐34. Research Design: Grounded theory Data Collection and Analysis: Data was collected through semi-‐structured interviews using a protocol of “active interviewing.” Each researcher analyzed interview content independently by using a pattern coding technique. Themes provided a conceptual framework to describe and explain the student veteran experience. Findings/Results: The researchers reported their findings through the model of ‘Moving In, Moving Through and Moving Out’ contexts of military life and college life as established by Schlossberg’s adult transition theory. Moving In (military):

• Motivations to join the military influence their navigation of their transition; participants joined for a variety of reasons-‐ 9/11 attacks effects/patriotism, economic reasons, family tradition, educational benefits, betterment of future life


• Participants reveled the difficulties of being deployed while in enrolled and the impacts it had interrupting their academic progression

• Participants discussed the influence being in a foreign country had on their own development-‐ reflection of experiencing other cultures

• Institutional support (military context-‐ not higher ed) varied for participants, which shaped their military experience

Moving Through (military):

• Findings outlined the roles veterans had in the military-‐ war stories and the relationships built as a result of serving (e.g. relationships with local non-‐military while deployed)

Moving Out (military)

• All participants reported transitional issues of returning home, readjusting to civilian or home life and starting college

• Transition from the military varied among participants depending on their branch of service (each branch approaches this training and debriefing differently)

• Returning home was a difficult transition-‐ strained personal relationships, changed relationships,

• Educational benefits may not fully cover the cost of attendance • Academic preparation despite being encouraged to take online course work

during service Moving in (college)

• Theme of connecting to peers emerged from data findings and desire to connect with other veterans

• Theme of maturity disparity and the difference in life experience from student veterans and their civilian classmates

• ‘Blending in’ became an emergent theme-‐ veterans found ways to not identify there status or experience due to perceptions of others; felt uncomfortable when they identify (classmates perceptions, or bias faculty members)

• Misunderstanding of student veterans by faculty and staff • Emphasis placed on assisting financially (benefit processing) and not

transitioning • Service-‐related health issues emerged as a trend-‐ physical disabilities and

PTSD, emotional issues-‐ anger

Conclusions/Recommendations: This study was a hallmark study to identify the experiences of student veterans as they progress through the military into higher education. The authors reported new perspectives from an emerging student population. This study does focus on the experience of combat veterans, each veteran should be understood and worked with individually.


Implications: Authors cite the need for “comprehensive and holistic system for assisting veterans” (p. 92).

• Ongoing identification of student veterans to provide services • Transition them from the military regime of ‘told what to do’ to helping them

create their future within their own academic plan • Orientation program specific for veterans or a session within a general

session • Data tracking/management with self identification, academic advisors aware • Mentor to student veterans in the transition process, authors cited a

‘transition coach’-‐ understanding to student AND the complexities of institutional structures

• Training for faculty and staff on needs and • Institutional policy evaluation on military transcript review • Untapped student population/resource as community leaders, particularly

with service learning opportunities • Women are a special subpopulation with various needs-‐ they had different

motivations to join the military and have had reported culture of sexual harassment and assault in the military


DiRamio, D., Jarvis, K., Iverson, S., Seher, C., & Anderson, R. (2015). Out from the shawdows: Female student veterans and help seeking. College Student Journal, 49(1), 49-‐68.

Background/Context: Anecdotal evidence suggested student veterans do not seek help despite a rise in support services established in the last five years in colleges and universities. Help-‐seeking behaviors in past research has shown a gender difference with college females asking for help more likely compared to males. Help seeking in the military also varies but past literature does not demonstrate the vary among gender; it suggested it is based on previous injury. One study highlighted help seeking for counseling was less sought after in concern of its impact on the future (i.e. employment status). Women student veterans have been an population little research has focused on in higher education. Purpose/Objective/Research Question/Focus of Study: To understand the help-‐seeking attitudes and behavior of student veterans and to more specifically explore the female student veteran experience. Setting: This was a two part study. Setting Part 1: seven public institutions (4 research, 3 community colleges). Setting Part 2: public research institution in the southeastern U.S. and similar institution in north central U.S. Population/Participants/Subjects: Part 1: 167 students (122 males and 44 females); Part 2: 13 females Research Design: Mixed method, survey and qualitative interviewing Data Collection and Analysis: Part 1: Online survey-‐ researchers used the Attitudes Toward Seeking Professional Psychological Help Scale. Survey was emailed to listservs at seven public institutions from a single state. Data was analyzed by a factor analysis. Several items were removed due to construct validity. Part 2: semi-‐structured interviews to gather the data; inductive coding strategies and visual mapping to find patterns and themes. Findings/Results: Part 1: Student class standing of lower level students (undergrad) and upper level students (undergrad and grad) was found to be significantly different on attitudes to transition and psychological counseling. This was understandable that less experienced students and student veterans (freshman/sophomore) would ask for help more often than upper level students.


Second finding was significant and noted as highly interesting by the researchers. Women and men had no statistical difference in attitudes towards transition counseling. Considering the research on college students as a whole in help-‐seeking, the authors suggested this may be the first study to find there was no difference in gender. All previous studies suggested women sought help more often than men. The authors further defined the second part of their study to understand “why do female college student veterans have similar attitudes toward help-‐seeking as their male counterparts?” (pp. 53-‐54). Part 2: The author’s determined three major contexts in which military culture influenced women help-‐seeking: Responsibility, pride and worth. The established a figure on how these interplay (p. 55). The authors noted the intersection of the three contexts is the masculine culture of the military. A previous researcher noted the prevalence of masculinity in military culture as the “cementing principle.” (p. 56) Responsibility:

• “deep-‐rooted” feelings of responsibility to military units and to “uphold the reputation of women service members” (p. 56)

• Female service-‐members had feelings of upholding their gender and conduct themselves for advancement in the male-‐dominated culture

• Authors noted responsibility context could have negative impacts on help-‐seeking female student veterans

• Supplemental statistics demonstrate women overall utilize their VA benefits less than men

Worth

• This context is prevalent with combat experience. The authors cited there is a “unofficial military hierarchy of respect” (p. 57) surrounding combat experience: service member was deployed; service member was in combat; service member was wounded in combat.

• The attitudes of women was ‘what did I do’ implying their responsibilities in the military were not worth much since they did not experience combat or were wounded

• These findings were translated to help-‐seeking attitudes-‐ women may not access services because they feel their military experience is not ‘deserving’ of such support; support services are reserved for those who ‘really’ deserve it

• The authors note the culture of sexual misconduct in the military and the context of worth-‐ sexual misconduct is seen as a problem for the woman to just deal with

Pride

• Theme encompasses the desire to not appear weak (asking for help has been studied as a stigma of weakness in military culture)

• For women the need to prove themselves


• Authors cited male supervisors in the military encouraged more help-‐seeking behaviors than female supervisors; female supervisors were supporting the notion of ‘proving’

The authors took their findings of responsibility, worth and pride and mapped them into the factors that make up campus climate: Psychological, behavioral, and structural. Some factors are similar from military to campus, some are in complete opposite. Examples include: campus holistic thinking (mind, person, etc), whereas the military is very dualistic; campus individualism and military conformity. Conclusions/Recommendations: The findings support the notion of military culture that women often have to figure things out for themselves. Female student veterans may continue to not seek the support needed to be successful in college be it because of pride or worth.


Implications: Based on the findings, the authors suggest several ways colleges and universities can approach supporting female student veterans.

• Develop an effective communication plan to reach military-‐connected students, particularly women (they are on the fringe of the veteran population)

• Faculty and staff need to be a proactive in encouraging women to seek support

• Collaborate with support services that already exist to help with needs (e.g. child care services)

• Group support to create a sub-‐community and peer-‐support • Findings in this study were similar to others in the transition issues of

financial, credit evaluation, but it was noted the women may not ask for help as much as the men in these situations

Campus professionals need to understand the male-‐centered culture of a woman’s military experience and its influences on her help-‐seeking behaviors.


Griffin, K. A., & Gilbert, C. K. (2015). Better transitions for troops: An application of schlossberg’s transition framework to analyses of barriers and institutional support structures for student veterans. The Journal of Higher Education, 86(1). 71-‐97.

Background/Context: The authors reviewed literature on student veteran transition in terms of institutional support structures or barriers through the lens of Schlossberg’s transition theory. Schlossberg’s transitional theory described an individual’s management of a transition. The theory postulated the ‘4’s’: situation, self, support and strategies. (Situation-‐ Trigger, timing, control, role change, duration, concurrent stress. Self-‐ demographic variables or characteristics, and psychological resources (e.g. coping). Support-‐ networks, relationships, units. Strategies-‐ the action of navigating the transition, coping mechanisms, managing stress.) (Evans, Forney, Guido, Patton, & Renn, 2010). Research supports the application of Schlossberg’s theory to the student veteran population. Purpose/Objective/Research Question/Focus of Study: Through the Schlossberg’s Transition theory lens the researchers evaluated how several institutions support the transition of student veterans. Research questions: “How do institutions aim to provide veterans with assets or resources to facilitate their transition, particularly in relation to situation, self, support and strategies” (p. 76) “ What challenges do institutional agents face as they aim to promote successful transitions for student veterans? What challenges do institutions introduce or perpetuate in relation to veterans’ institutional transitions? How are institutional efforts to increase veterans’ assets challenged or limited?” (p. 76) Setting: Study was part of a larger National Science Foundation evaluation study of grant-‐funded institutions (The Veteran’s Education in Science and Engineering program). Seven institutions, two community colleges, four research institutions were analyzed. Population/Participants/Subjects: 100 total of student veterans, faculty, administrators and/or student affairs professionals. Professionals from financial aid, registrars’ office, admissions, tutoring centers, disability services, and counseling centers participated. If the campus had an administrator who specifically worked with student veterans, they were also included. Research Design: Qualitative case study Data Collection and Analysis: Semi structured interviews (52 individual or group interviews; 7 focus groups); review of information on websites, brochures and promotional/informational materials; and field memos. Memos and transcripts of


interviews were coded to emerge themes. Second analysis mapped the narratives and themes to Schlossberg’s 4S’s Findings/Results: Three overall themes emerged on supporting veterans through their transition: (a) personnel and services; (b) institutional structures; (c) social and cultural support. Personnel and services: meet and understand needs; three subareas-‐ veterans’ offices, experts on veterans’ issues, staff knowledge

• Veterans offices o 4/7 campuses had veterans’ office

§ all helped with benefit processing § created ‘comprehensive’ services-‐ counseling, recruiting,

outreach § provided information on events and resources § served as a central location/one-‐stop shop § students experienced a more smooth transition process “easier

than anticipated” (p. 82) o 3/7 did not have offices

§ funding the office was the issue § multiple points of contact did seem to make harder for student

veterans to navigate • Experts in veterans’ issues

o Point person arose-‐ whether official or not o Advocacy on veterans issues

• Staff knowledge o Students noted administrators needed basic knowledge about

veterans and their needs o Expressed frustration-‐ running office to office, getting misinformed o VA benefit confusion o Policy/procedure confusion (i.e. disability services) o Unsupportive staff

Institutional Structures: policies/procedures that impact the administrative needs of veterans. Three subareas: data tracking, transfer credits and funding.

• Data management o Major challenge for most institutions o Technical difficulties, human resource difficulties, getting students to

self ID • Transfer credits

o Varied practices institution by institution o Concern with giving credit vs. academically prepared to handle upper

class work • Funding


o The time delay in processing benefits within institutional deadlines of bill pay

o Some institutions created ‘advances’ to cover costs till institution received benefit funding

Social and Cultural Support: social structures that support. Two areas identified: support from peers; support from campus administrators

• Support from peers o Valued talking with other veterans – common life experiences,

common frustrations o Community colleges struggled to keep student organization sustained

due to student turnover • Support from campus administrators

o Social support/mentor opportunities Conclusions/Recommendations: The findings of this study contributed to the body of knowledge of using Schlossberg’s transition theory to frame the student veteran transition experience. Unlike other studies, however, it integrated the viewpoints of campus administrators to understand the support structures that exist within the college system. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student

development in college: Theory, research and practice (2nd ed). San Francisco, CA: Jossey-‐Bass.


Implications: The authors suggested there is no one way to transition student veterans to higher education, but understanding their needs was a way to provide guidance. The authors highlighted some practical guidance:

• Align institutional policy to transitional barriers such as transfer credits • Evaluate financial practices to ensure benefit processing is not delayed • Communicate policies that may be perceived as un-‐veteran-‐friendly, provide

student veterans the context for such policies • Do not assume veteran support is a one-‐size-‐fits-‐all model, while there are

some group characteristics to the population, each student is different and has different experiences and needs

• Good tracking and data management of student veterans • Conduct assessment to understand interests and needs


Hammond, S. P. (2015). Complex perceptions of identity: The experiences of student combat veterans in community college. Community College Journal of Research and Practice. 1-‐17. doi: 10.1080/10668926.2015.1017891

Background/Context: Student veterans have a unique life experiences and paths to higher education. Educators should understand the students as “complex individuals with multidimensional co-‐constructed identities” (p. 2). Student veterans are not only transitioning to civilian life and higher education, they are navigating their own identity. The author used theoretical frameworks of Gee’s (2000) conceptual identity and Hecht’s (1993) communication theory of identity. Gee’s conceptual identity:

• Multiple and constantly changing identities • Perceptions of ‘certain kind of person’ by others-‐ someone has multiple

identities, author cited: nature-‐identity, institution-‐identity, discourse-‐identity and affinity identity (p. 3)

Hecht’s communication theory of identity (CTI):

• Identity process in which messages and values are communicated • Four frames: within individuals, within relationships, within groups and

between group members (p. 3) • Can be complementing or competing between them at any given time; they

are not static or linear Purpose/Objective/Research Question/Focus of Study: Understand the implications of identity development in student veterans at a community college setting. “How do combat veterans perceive their own identity and what influence does this have on their experience as college students?” (p. 5) Setting: Two community colleges in northwestern Massachusetts Population/Participants/Subjects: 19 combat veterans (17 male; 2 female) Research Design: Grounded theory Data Collection and Analysis: Semi-‐structured interviews were conducted. Data collected was analyzed through a constant comparative analysis. Three levels of coding was conducted: open coding, axial coding and selective coding. Findings/Results: Four themes emerged, but it was noted “participants described the process of transition and adaptation to both civilian life and life on a college campus as fluid and ongoing with no definite end to that transition” (p. 7).


Perceptions of self: • ‘veteran’ was core to their identity “It’s who you are; it’s who you become” (p.

7) • PTSD experienced by combat veterans impacted classroom experiences

“triggered the combat veteran” (p. 7) Perceptions of others:

• Participants perceived younger classmates as immature, undisciplined, and lacked an appreciation of education

• Participants noted frustration, distraction, and in some cases disruptions

Inferred Perception of Self: • Participants described micro-‐aggressions of non-‐veteran civilians based on a

misconception of a combat veteran. • It was suggested participants had an inferred perception that they were

emotionally unstable, “crazy” • Student veterans felt they were seen different because of their veteran status • May not disclose their veteran experience

Connections to other veterans:

• Connecting with other veterans supports their well-‐being; they look out for one another

• Camaraderie “connection runs deep and provides these combat veterans with a significant validation of self and membership in a uniquely defined collective of individuals much larger than themselves” (p. 11)

Conclusions/Recommendations: Based on the findings author developed the Combat Veteran Conceptual Identity Model (p. 12). The core identity of combat veterans influences and impacts their experiences in community college. The environmental and interpersonal relationship variables shape their identity. The identity is negotiating between combat veteran, student and civilian. Combat experience deeply impacted their identity and statements provided by the participant’s shows no diminishment in that identity. The author suggested this correlates with the nature-‐identity frame in Gee’s (2000) model. The connection between a student combat veteran experience to their core identity “is a force over which there is no control (for example, race or gender)” (p. 12). Perceptions of others are a valuable finding in this study. The author connected the findings to Gee’s model in institution-‐identity. The military shaped student veterans’ identity through the rules and traditions of the military. The military versus college lifestyle evoke conflict in the perception of self and others. The distractions or disruptions felt could contribute to poor academic performance, missing class, or withdrawal if not addressed.


Inferred perception of emotionally unstable or ‘killer’ caused veterans to selectively disclose their combat experience or identity, which could lead to students not registering with appropriate services or programs within the institution (e.g. disability services or counseling services). Connections to other veterans were a significant finding. These connections positively contributed to the “sense of comfort” (p. 13) and forged relationship which “promoted conditions for academic success throughout their enrollment” (p. 13). This particular study contributed to the conversation to understand the factors influencing student veteran enrollment and persistence.


Implications: Based on the findings of this study, the author suggested professional development opportunities for faculty and staff to recognize their bias of combat veterans and/or further understand the experience of the population. Practices could also include educating the general student population about veteran peers in hopes of preventing micro-‐aggressions felt by the participants in this study.

• Need tools to successfully navigate the educational environment; steps of enrollment

• Connect students with trained academic advisors who can employ early intervention will promote their academic success

• Veteran peer enrollment counseling • Specific co-‐curricular activities or programs that contribute to academic

success and retention • Create opportunities to establish faculty relationships


Livingston, W. G., Havice, P. A., Cawthon, T. W., & Fleming, D. S. (2011). Coming home: Student veterans’ articulation of college re-‐enrollment. Journal of Student Affairs Research and Practice, 48(3), 315-‐331. doi: 10.2202/1949-‐6605.6292.

Background/Context: Prior research on student veterans described different war eras. Contemporary student veteran research was limited at the time of this study. The few studies conducted merely outlined the need to understand the student veteran population and their transition to higher education. The authors chose to use Schlossberg’s theory in evaluating the types of transition experienced: anticipated, unanticipated, chronic ‘hassles’ and a non-‐event. The way in which an individual deals with the transition is contingent on four factors situation, self, support, and strategies. (Situation-‐ Trigger, timing, control, role change, duration, concurrent stress. Self-‐ demographic variables or characteristics, and psychological resources (e.g. coping). Support-‐ networks, relationships, units. Strategies-‐ the action of navigating the transition, coping mechanisms, managing stress.) Purpose/Objective/Research Question/Focus of Study: To understand how “student veterans manage college re-‐enrollment after deployment, training, or self-‐induced military absence” (p. 318). Setting: large, 4-‐year public, land-‐grant institution in the Southeast Population/Participants/Subjects: 15 re-‐enrolled student veterans (participants were enrolled in college, deployed, then re-‐enrolled) Research Design: Grounded theory Data Collection and Analysis: Semi-‐structured interviews were conducted (sample of interview questions are located on p. 319). Data was analyzed with axial and coding methods. Data was recoded and grouped into subcategories to analyze the relationships between the categories. Findings/Results: From the data collected the authors created the Student Veteran Academic and Social Transition Model. The model explained the student veterans’ re-‐enrollment management. Their model highlighted student veterans had initial academic challenges but the most problematic area was their social transition. Military Influence

• Upon re-‐enrollment to college, student veterans noted they had an increased focus on their academics and grades; they felt they had matured from their military experience and saw “the world in a different light” (p. 321)


• Military taught the students self-‐sufficiency which assisted in college behavior through confidence, self-‐reliance and pride

• Negative experience was the rigid structure of the military vs. the loose structure of college

• The pride and self-‐confidence received from their military experience translated into utilize academic and social support systems

Invisibility

• Because of reluctance to disclose their veteran status, student veterans were often ‘invisible’

• Disclosure of veteran status may be because of not wanting preferential treatment

• It can be a challenge to provide services since student veterans may be trying to remain unnoticed

Support

• Participants were aware of the support, but did not often seek the support out

• Some utilized support from social organizations, family and friends • Peer veterans were the point of most support-‐ academic and social • Participants noticed they also relied on veteran faculty members • The support by peers and faculty resulted in mixed perceptions of campus

support of student veterans • Student veterans relied on personal relationships rather than seeking

support from formal structures Campus culture-‐ environmental factors that influence student veterans’ re-‐enrollment

• Most student veterans held positive perceptions of faculty attitudes, helpfulness and treatment; administrators, however, were more varied.

• Participants had issues with the institution not recognizing appreciate days specifically Memorial Day and Veterans Day (it was noted in the setting that the institution did have a military heritage)

• It was suggested again invisibility has an influence on what is offered/not offered

Navigating re-‐enrollment

• Participants discussed the challenges of going from a highly structured environment to college life

• Participants noted difficulties readjusting back to academics forgetting previously learned concepts and course content

• The re-‐enrollment process was experienced in isolation-‐ both the process and the transition


In the authors discussions they evaluated their findings in terms of Schlossberg’s adult transition theory as it had limited studies with student veterans in this framework. The authors cite that because the transition back to college from the deployment was ‘anticipated’ their findings support that the student veterans had a relatively smooth process re-‐enrolling. The unanticipated experiences or ‘chronic’ hassles were social and culture shock, difficulties with financial transitions, and the loss of academic content and information since they were away from the academic environment. Conclusions/Recommendations: The authors suggested a key finding from their study was the invisibility factor from student veteran populations. Support structures established for student veterans must be identifiable but not overly complex or intrusive.


Implications: The authors cite some practical implications based on their findings: • Find ways to identify student veterans via admissions application or other

data management sources; a need for accurate count • Recruit and work with faculty and staff who are veterans if a veteran center

is not a feasible option to open • Meet with student veterans to hear their ideas and suggestions to improve

services • Campus partnerships is a key strategy; forming a task force or committee

with key collaborators • Communications such as web site


Naphan, D. & Elliot, M. (2015). Role exit from the military: Student veterans’ perceptions of transitioning from the U.S. military to higher education. The Qualitative Report, 20(2). 36-‐48. Retrieved from: http://nsuworks.nova.edu/tqr/vol20/iss2/4/

Background/Context: The U.S. military operates in a ‘total institution’ model. Everything to support it is commanded from within the institution. Thus, everything is controlled under a single authority and bureaucracy dictates decision-‐making processes, regulations and daily activities. Members in total institutions lose their autonomy. Decisions are made in a vacuum and have widespread impact on all participants. Role exit is defined as when one disengages from a role central to their identity and replaces it with a new role. The transition in role exit is not only unlearning the old role, but also navigating the new role (e.g. new values, norms and expectations). Role exit for veterans is compounded by the expectations of roles had in the military can be deeply embedded in their own self-‐concept. Purpose/Objective/Research Question/Focus of Study: To understand veterans’ experiences in the military and their effects on the transition to higher education. Setting: Mid-‐sized Western, public university Population/Participants/Subjects: 11 student veterans with deployment and a wide range of military experiences Research Design: Framework analysis Data Collection and Analysis: Semi-‐structured interviews followed by analyzing the content using framework analysis. Results from analysis were then mapped and interpreted to determine patterns and differences. Findings/Results: From the author’s analysis, five themes emerged: Military task cohesion

• Military expects individuals to work together, which benefited student veterans later as college students

• Veterans stated they learned to look out for one another in the military, putting others before themselves

• The military expected engagement in meetings and briefings, knowing all the details was necessary for survival; this was also advantageous in the classroom setting

• Student veterans later would identify non-‐veteran classmates as being unaware of their surroundings


Military structure • Military operates in very clear instructions and structure. Rules and

regulations are what soldiers would live by • Juxtaposed, in the civilian world student veterans are left to navigate and find

information individually; many things can be contextual including their academic plan

• Student veterans often rely on the structure they learned to balance their academic requirements and personal needs

Military responsibilities and release anxiety

• The military grants a lot of responsibility almost immediately • Responsibility and recognition received through the military often is not

valued in the civilian world; their experience is perceived as insufficient (i.e. transfer credits for military training)

• Release anxiety is described as the feeling of success because of knowledge of roles and level of responsibility, then going to a new environment, in this case the civilian world, and student veterans must learn the ropes again

Combat experience

• Combat veterans had to adapt to extreme hostile environments; emotional settings; relying on trained behaviors; and being in a constant state of awareness for survival mode; these adaptations are not needed in the civilian world and are not easily let go

• Researchers identified participants sharing the most combat experience, “had the greatest difficulty withdrawing from the expectations of a former role” (p. 42)

• Some combat veterans were left with psychological or emotional issues such as PTSD and alcohol use

• Their combat experience has made it hard for people to understand their experiences and current state

• A female veteran not in combat experiences noted nothing she did in the military was different than her civilian life; it did not disconnect her from college

Social cohesions (alike group members feel emotionally close)

• Student veterans in combat units showed a stronger sense of social cohesion • Was helpful in a unit while in the military, but what a challenge in the civilian

world; no one understood them • It was noted even with social support for student veterans, there still may be

a feeling that no one can relate to their experience Conclusions/Recommendations: The findings in this study articulate the student transitional experiences and behaviors are influenced by military-‐related factors. The authors noted in some aspects these military related factors are helpful in a transition, and sometimes challenge the transition.


Implications: The authors cite several ways administrators can help support student veterans transition:

• Educating student veterans on the university processes, academic advising and how to process their benefits

• Educate student veterans where to seek resources and support • Policy changes should include granting course credit or course substitution

for comparable military training or experience • Create opportunities and space for socialization (maybe physical and online)


Osborne, N. J. (2014) Veteran ally: Practical strategies for closing the military-‐civilian gap on campus. Innovative Higher Education, 39. 247-‐260. Doi: 10.1007/s10755-‐013-‐9274-‐z

Background/Context: Stressors contributes to student veterans’ experiencing a challenged transition to higher education. These stressors can be made more complex by faculty and staff not having the context and understanding of student veterans’ past military experience. Military service is complex and can greatly vary among student veterans. Past research outlines that most American’s are very disconnected from the military and have a distant understanding of military culture. The ‘military-‐civilian gap’ is often falsely filled with headlines from the media about post-‐traumatic stress disorder or traumatic brain injuries, thus often civilians are left to believe veterans are angry or have violent behaviors. Some higher education settings may additionally have ‘anti-‐military’ sentiments. As a result student veterans may not disclose their veteran status, which can diminish their help-‐seeking behaviors. Purpose/Objective/Research Question/Focus of Study: Gain insight to the transition experience of student veterans to better train faculty and staff to work with student veterans. Setting: large, four-‐year, public land-‐grand university in the Midwestern U.S. Population/Participants/Subjects: 14 undergraduate student veterans (10 men, 4 women) Research Design: phenomenology Data Collection and Analysis: data was collected from two focus groups and a one-‐on-‐one interview. Analysis was not specifically highlighted. Findings/Results: Findings from this study were reflected with findings from previous research. Military Culture

• Military is strict and hierarchal, this environment contributed to student veterans maturity

• Participants military experience made it hard from them to relate with non-‐veteran peers in the academic setting

• Military culture is masculine and traditional values; it is competitive • Participants reflected these culture variables to their transition and stated it

was difficult to ask for help, military culture expected self-‐sufficiency


Connection to the Institution • Participants described bonds created through their military experience and

when transitioning to the college setting, participants lost their camaraderie and felt isolation

• Participants noted their disparities from their non-‐veteran peers; age and life experience difference from the peers

• Student veterans with family obligations and work commitments felt separated from the greater campus community

• Participants stated the student veteran organization connected them more with peers and individuals who understood them

Stigmas of ‘Veteran’ status

• Participants described stigmas when they disclosed their military status or veteran status; stigmas of mental health or wellbeing

• participants noted the media sensationalized veteran status, emphasizing post traumatic stress disorder or traumatic brain injury

Veterans transitioning out of the military do process through a transition program, but the program is geared towards being a ‘civilian’ not a college student. Veterans do not get information during the training on college applications and credit evaluation process. The author suggested based in their findings an institutional veteran support person would be key to assist students during this transition. Conclusions/Recommendations: The findings in this study conclude veterans require assistance from the institution to transition to college life. Finding suggested there is a need for faculty and staff to have a context of military culture to assist their student veterans in this transition.


Implications: From the findings of this research study, the researcher established two specific programs to employ at their institution: Veteran Ally Training and a Student Panel. The Veteran Ally training incorporated the data findings from the research directly to the faculty and staff who work with the student veterans. When faculty and staff were trained, it created direct points of contact for support within the institution’s various departments. The ally program teaches faculty and staff about military culture and the transition experience of the student veterans. The author shared learning outcomes of the program (p. 254). The presenter challenges faculty and staff to reflect on their own bias they may or may not have towards veterans. The author also established a student veteran discussion panel. The panel gives student veterans the opportunity to share their experiences with faculty, staff and peers. The panel was conducted in an open session and questions were administered to give audience members an understanding of military life and military culture. Other recommendations of implementation from the findings include:

• Create a veterans advisory committee • Create communication with veterans prior to enrollment and on-‐going

throughout their enrollment • Create a separate orientation for veterans • Recognize veterans through ceremonies or special events • Establish a veterans lounge • Partner with career services to offer networking opportunities with

employers interested in hiring veterans • Inform faculty and staff veteran specific resources


Schiavone, V., & Gentry, D. (2014). Veteran-‐students in transition at a midwestern university. The Journal of Continuing Higher Education, 62(1), 29-‐38. doi: 10.1080/07377363.2014.872007

Background/Context: Student veterans are a growing population in higher education who are misunderstood about their experiences and needs. A gap exists in qualitative research to understand these specific needs. Previous research cited some challenges experienced by student veterans when the re-‐enrolled in college including academic success and socialization. The authors used Schlossberg’s adult transition theory as a framework to describe an individual’s management of a transition. The theory postulated the ‘4’s’: situation, self, support and strategies. (Situation-‐ Trigger, timing, control, role change, duration, concurrent stress. Self-‐ demographic variables or characteristics, and psychological resources (e.g. coping). Support-‐ networks, relationships, units. Strategies-‐ the action of navigating the transition, coping mechanisms, managing stress.) (Evans, Forney, Guido, Patton, & Renn, 2010). Some previous research supported the application of Schlossberg’s theory to the student veteran population, this particular study contributes to the gap to further explore this population through Schlossberg’s lens. Purpose/Objective/Research Question/Focus of Study: To understand challenges student veterans experience when transiting into higher education and what an institution can do to assist in the process. Setting: Large public Midwestern university (20,000 enrollees) Population/Participants/Subjects: Six participants (5 males, 1 female) Research Design: Qualitative case study Data Collection and Analysis: Semi-‐structured interviews followed by analyzing transcripts to explore emerging themes. Findings/Results: Findings were reported in the four areas of Schlossberg’s transitional theory. Situation

• Military service was the trigger, because the military offered educational benefits some participants reported this is the reason they joined

• Timing was categorized by age of the students in their transition; the subjects were all older than their traditional-‐aged peers, which was a challenge


• Participants reported some control over their transition, some control was not present (i.e. reactions to academic peers behavior/immaturity)

• The participants experienced role change: military to student; male dominated world to more female representation

• Participants had concurrent stressors-‐ balancing school, work and family, may have disability

Self

• Psychological statuses-‐ varied from combat experience to non-‐combat experience; frustration with immature classmates, feelings of misunderstood

• Physical health-‐ back injuries, insomnia • Self-‐efficacy-‐ all participants demonstrated high self-‐efficacy; belief they

could handle college, the military helped teach them this Support

• Friends and family differed support depending on the students status in the military; friends prior to enlistment were not as utilized; spouses served as support

• The military creates a culture of support/teamwork; participants saw a difference between relationships with veterans and non-‐veterans

• Participants saw support in the institution’s veterans’ services office • The institution had several ‘veteran-‐friendly’ features

Strategies

• Verbal/non verbal used (i.e. sarcasm and body language) when masking emotional stress or observing immaturity of classmates

Conclusions/Recommendations: The author summed the experiences of student veteran transition into assets and liabilities. Assets were experiences that aided in their transition such as military experience matured participants and exposed them to global culture. Whereas, the transition from military experience created insomnia in many participants which categorized as a liability. The authors noted further research is needed to understand the variable of age in this transition. Further research on subpopulations of student veterans such as women or disabled veterans is needed. Further quantitative research to understand the relationship between variables such as race, military experience-‐ deployment types, duration, etc. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student

development in college: Theory, research and practice (2nd ed). San Francisco, CA: Jossey-‐Bass.


Implications: From the study findings the authors suggested the following practices: Veteran lounges/spaces will be helpful for transition, allow a space for students to experience camaraderie they are used to from the military. Institutions could create programs to integrate student veterans with other students. This would allow student veterans to further develop within the campus community and educate others on the student veteran experience. The institution’s support services and availability of those services impacts the transition of the student veteran. The more comprehensive the services can have a great influence over the success of their transition. In this particular study, the institution offered veterans orientation and had a ‘one-‐stop shop’ veteran’s office. The author suggested communication might be contributing to the perception of “lack of accountability” (p. 37).

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