A Phenomenological Study of Military Veteran Student Attrition at Western Virginia Community Colleges PDF Download
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Author: Gordon Cavendish
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 167
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Book Description
The purpose of this phenomenological study was to describe the experience of “discontinued enrollment” for military veteran students at western Virginia community colleges. The theory guiding this study was Schlossberg’s (1981) transition theory, as the military veteran students were in transition from the military to the community college. The research questions were, how did military veterans describe their experiences at the community college, and what factors did military veterans identify as influencing their decision to discontinue enrollment? The methodology chosen was transcendental phenomenology which followed a focused structure and data collection methods including interviews, a questionnaire, member checks, and collection of related documents. The study purposefully selected United States military veterans with at least 12 consecutive months of active-duty service, who were in transition after September 11, 2001. These military veteran students subsequently enrolled full-time at a western Virginia community college and discontinued enrollment. Data analysis was structured but emergent, beginning with theme development and followed by coding to develop and describe the “essence” of the participants’ experience and their influences at western Virginia community colleges. The research found discontinued enrollment was a result of peripheral v. primary goal disagreement, insufficient preparedness for community college, and a lack of social connectedness.
Author: Gordon Cavendish
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 167
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Book Description
The purpose of this phenomenological study was to describe the experience of “discontinued enrollment” for military veteran students at western Virginia community colleges. The theory guiding this study was Schlossberg’s (1981) transition theory, as the military veteran students were in transition from the military to the community college. The research questions were, how did military veterans describe their experiences at the community college, and what factors did military veterans identify as influencing their decision to discontinue enrollment? The methodology chosen was transcendental phenomenology which followed a focused structure and data collection methods including interviews, a questionnaire, member checks, and collection of related documents. The study purposefully selected United States military veterans with at least 12 consecutive months of active-duty service, who were in transition after September 11, 2001. These military veteran students subsequently enrolled full-time at a western Virginia community college and discontinued enrollment. Data analysis was structured but emergent, beginning with theme development and followed by coding to develop and describe the “essence” of the participants’ experience and their influences at western Virginia community colleges. The research found discontinued enrollment was a result of peripheral v. primary goal disagreement, insufficient preparedness for community college, and a lack of social connectedness.
Author: La Toya Nicole Sivells
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 199
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Book Description
The purpose of this transcendental, phenomenological study was to examine the academic and social experiences of active duty military students at a Virginia community college. The theory that guided this study was Tinto’s student integration theory because it examines the academic and social experiences of active duty military students and how they are key to successful integration into college community and persistence. The central research question that guided this study was: What are the academic and social experiences of active duty military students at Virginia community colleges. Additionally, to answer the central question, four sub-questions were developed using Tinto’s Integration Theory: (1) What are the motivations/reasons for attending college while on active duty? (2) How do active duty military students describe their educational persistence? (3) What types of academic supports do active duty military receive from their college’s administration, faculty, and staff? (4) What types of social supports does active duty military receive from their college’s administration, faculty, and staff? To examine active duty military students' experiences, a transcendental approach was used to gather individual stories to understand their personal experiences. Furthermore, 10 participants were purposefully selected. The participants’ experiences were uncovered through an online questionnaire, semi-structured interviews, and a focus group. Moustakas’ steps for data analysis were used to explore the data, create initial codes, combined codes into themes, and develop textural and structural descriptions. Generally, the themes that emerged from the data sources were support systems, obligations, attributes, goals and advancements, and concerns. The participants voiced that their military lifestyle mandates often did not allow the additional time needed for degree completion.
Author: Harlan Harrell
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 131
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Book Description
Research with veterans in community colleges is often framed through a deficit perspective and with a definition of success limited to degree completion. The purpose of this phenomenological study was to understand the lived experiences of student veterans negotiating the acculturation process within the community college canopy through an asset lens. The overarching research question was: What are the lived experience of student veterans negotiating the acculturation process at community colleges, with specific focus on cultural shedding, cultural stress, and cultural learning? Three sub-questions were addressed within the central question: 1) How do student veterans describe the aspects of their military culture that are no longer appropriate in community college culture? 2) How do student veterans describe their own struggles in adapting to the community college culture? and 3) How do student veterans describe the ways in which they successfully integrate military culture into community college culture? The researcher conducted semi-structured interviews with fifteen veterans representing all branches of the U.S. Armed Services who had attended community college in the Mid-Atlantic region. Analysis of data revealed major themes and subthemes and the following results: 1) veterans enroll in community college with diverse short- and long-term goals, including, but not limited to, degree completion; 2) veterans' educational benefits, especially the GI Bill's basic allowance for housing, influence student veteran enrollment and persistence in community college; 3) veterans maintain and wish community college classmates exhibited valued aspects of military bearing; 4) veterans value rules but community college bureaucracy creates cultural stress, and 5) veterans thrive in the community college canopy as part of their ongoing struggle. Based upon these results, the researcher offers recommendations for practice and future research.
Author: Patrick C. O'Rourke
Publisher:
ISBN: 9781303765551
Category : Academic achievement
Languages : en
Pages : 370
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Book Description
Abstract: Increasingly more service members are separating from the military as the United States draws down the force and moves towards a post-war era. Tens of thousands of these veterans will leverage their GI Bill tuition and housing benefits in an attempt to access Southern California community colleges and bolster their transition into mainstream society. Some of these men and women have served multiple tours in combat zones and carry with them the burden of physical and mental injuries. After 4 years of GI Bill benefits costing over $20 billion and supporting 750,000 veterans or their dependents, it is unclear whether these veterans have been successful in higher education. This study starts the dialogue for further quantitative research on this diverse population. Using quantitative methodologies based on a nontraditional student attrition model, 261 student veterans at three Southern California community colleges were surveyed to determine how military service affects their persistence. Background variables, academic and social integration, psychological outcomes, and military service perspective as related to student veterans' intent to persist, college GPA, and rate of attendance formed the framework for research. Findings show that student veterans' intent to continue their educational goals is affected by their military service perspective. Military service is a significant intervening variable that distinguishes veterans from other nontraditional students at community colleges. Military GPA was found to have a stronger association with college GPA than high school GPA. Although academic integration was the strongest predictor of college GPA, the most successful student veterans balance their work, family, and academic lives. Although some findings relate closely to existing higher education literature, the experience and perspective of military service produces both advantages and disadvantages for veterans in college. Accounting for veterans' persistence and acknowledging their diversity are measures which will strengthen their chances for academic success. Recommendations for policy, practice, and future research are addressed in this study.
Author: Christopher Shipman (Graduate student)
Publisher:
ISBN:
Category : Qualitative research
Languages : en
Pages : 0
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Book Description
Author: Frederic Allison Henney
Publisher:
ISBN:
Category : Veterans
Languages : en
Pages : 404
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Book Description
Author: Takesha A. Holt-McMiller
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 107
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Book Description
Despite the significant scope and documented challenges facing veterans, few studies have addressed student veteran graduation persistence. A predictive correlation research design was used to analyze the persistence of veteran and non-veteran students in an associate degree program. In this study, community college students’ veteran status (i.e. veteran or non-veteran), enrollment status (part-time or full-time), success in remedial/developmental English (Yes/No pass), and demographic variables, such as gender (male, female, other), race (minority, non-minority), and age, were examined to determine their ability to predict persistence to graduation from associate degree programs. A logistic regression analysis was conducted to examine how persistence can be explained by the set of variables. Participants were drawn from a convenience sample at a community college in an upper-income suburb in Virginia, just outside of Washington, D.C. The primary participants were undergraduate community college students who had served in the military, transitioned into civilian life, and were completing an associate degree; and non-veteran students who completed an associate degree at the same community college. The findings demonstrated that the predictor variables did predict persistence in community college associate’s degree programs, with enrollment status being the only variable individually and positively linked to persistence. The variables investigated only predicted 18.8.% to 27.7% of the variance in persistence, additional variables, and interactions between variables needed to be further explored to understand this phenomenon fully.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1084
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Book Description
Serves as an index to Eric reports [microform].
Author: Carl Stokes, Jr.
Publisher:
ISBN: 9781735920221
Category :
Languages : en
Pages :
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Book Description
This transcendental phenomenological study examined how Black fathers' perception of their own and their father's fatherhood impacts persistence in community college. This study interviewed six Black male community college students with children in New York State. The study posed three research questions: (1) How do Black male college students experience fatherhood (from a son's perspective) facilitating or impeding community college completion? (2) How do Black male college students experience their fatherhood (from a father's perspective) facilitating or impeding community college completion? and (3) In the experience of Black male college students, how do community colleges support Black students who are fathers? Findings show that fatherhood acts as a catalyst to community college completion for Black student-fathers, that children are a central motivation for persistence for Black student-fathers, and support systems in community colleges are lacking for Black student-fathers. The six emergent themes included parenting matters, impenetrable lifelong connections, resilience and progression, desire to be living proof, typical unnecessary obstacles, and true knowledge and acceptance. Recommendations for practice include recognizing Black student-fathers, implementing support programs specific to Black student-fathers, and actively recruiting Black male faculty and support staff. Recommendations for future research include broadening research nationally, including 4-year institutions, and examining student-fathers of different races.
Author: Arthur W. Chickering
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 332
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Book Description
In this book, you will find the information you need to make your educational experience a valuable step in achieving your career and personal goals. Anchored in sixty years of research, "Getting the Most Out of College" uses eye-opening self-assessments so you can apply the concepts to your own life. Presented in straightforward language, the text will help you: clarify your goals and your purpose for being in school devote the time, energy, and emotion required to meet your goals identify opportunities and activities that will contribute to your learning make the most of your total college experience, including developing relationships develop the skills and competencies you need to succeed maximize your use of campus resources balance academic and non-academic life Take charge of your own education! This book will help you build learning that "lasts."
