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Author: Alyssa Christine Baldwin
Publisher:
ISBN:
Category : Women veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenological study was to describe the experiences of women student veterans and the role of self-efficacy in their utilization of campus support services. The theory guiding this study was Bandura’s self-efficacy theory as it relates to the influences of the utilization of campus support by women student veterans. Drawing on this theory, this study sought to answer the following central research question: How do women student veterans describe their experiences using academic, administrative, and health support services on campus? This qualitative study employed a hermeneutic phenomenological approach using purposeful sampling techniques, namely maximal variation and criterion sampling, to describe the experiences of women student veterans and their campus support service usage at any US-based college or university. The ten participants were selected using the following criteria: woman, former or current servicemember, currently or formerly enrolled in an undergraduate degree program, and enrolled in an undergraduate degree program within the last five years. The data were collected using individual interviews and letter-writing techniques. Further, this study utilized Miles, Huberman, and Saldaña’s data analysis model to code, group, cluster, and identify themes in the data. The results of this study were that when academic and administrative support services prioritized human connection and cultural awareness, women student veterans reported favorable experiences. When services lacked human connection and cultural awareness, participants relied on their military influences for support.
Author: Alyssa Christine Baldwin
Publisher:
ISBN:
Category : Women veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenological study was to describe the experiences of women student veterans and the role of self-efficacy in their utilization of campus support services. The theory guiding this study was Bandura’s self-efficacy theory as it relates to the influences of the utilization of campus support by women student veterans. Drawing on this theory, this study sought to answer the following central research question: How do women student veterans describe their experiences using academic, administrative, and health support services on campus? This qualitative study employed a hermeneutic phenomenological approach using purposeful sampling techniques, namely maximal variation and criterion sampling, to describe the experiences of women student veterans and their campus support service usage at any US-based college or university. The ten participants were selected using the following criteria: woman, former or current servicemember, currently or formerly enrolled in an undergraduate degree program, and enrolled in an undergraduate degree program within the last five years. The data were collected using individual interviews and letter-writing techniques. Further, this study utilized Miles, Huberman, and Saldaña’s data analysis model to code, group, cluster, and identify themes in the data. The results of this study were that when academic and administrative support services prioritized human connection and cultural awareness, women student veterans reported favorable experiences. When services lacked human connection and cultural awareness, participants relied on their military influences for support.
Author: Amber M. Mathwig
Publisher:
ISBN:
Category : College-student veterans
Languages : en
Pages : 110
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Book Description
"This research study was intended to understand how the Post 9/11 enlisted female veteran population understands their gender in the context of their active duty military experience and transition into a post-military life while engaging in higher education. Propelled into higher education via their military service and improved educational benefits via the Post 9/11 GI Bill, female veterans are accessing their education benefits at the highest rate ever. After decades of a lack of scholarship regarding this student population, there is a growing body of knowledge in the area of Post 9/11 era student veterans, how campuses should be providing support services, and the effect their service has on them during their post-military life and education. Using basic qualitative research methods and a feminist lens, the researcher found that female veterans embodied their military identity and navigated conflict while on active duty and in their post-military lives, they experience disjunction and embody their female veteran identity. Implications are listed for Student Affairs and military transition services practitioners."--Abstract from author supplied metadata.
Author: Tamela Evans
Publisher:
ISBN:
Category : Student affairs services
Languages : en
Pages : 149
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Book Description
Author's abstract: The purpose of this study was to explore the nontraditional student veteran experience in higher education. The research question guiding this study was: How do nontraditional student veterans describe their experiences with support serves in higher education as they progress toward degree completion? Knowles (1984) Adult Learning Theory and the concepts of social and academic integration proposed by Bean and Metzner (1985) were used to conceptualize participant experience. I employed a design of Narrative Inquiry with interviews to explore the narratives of nine nontraditional student veterans enrolled in higher education. Five themes emerged from the thematic data analysis: (a) Nontraditional student veterans engage in purposeful pursuits, (b) Nontraditional student veterans experience "Military Gap" in higher education, (c) Institutional policies hinder degree completion for nontraditional student veterans, (d) Nontraditional student veterans are less likely to engage with student support services when perceived as ineffective from prior experience, and (e) Utilize tenets of Adult Learning Theory and Environmental Press as a guide in supporting nontraditional student veterans. These themes illustrate concerns and areas of support services that can be improved to support degree completion for these students. Concluding recommendations address providing supportive policy, programming, and services for nontraditional student veteran assistance in degree completion.
Author: Chris Andrew Cate
Publisher:
ISBN:
Category : College-student veterans
Languages : en
Pages : 0
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Book Description
Background: The GI Bill has given United States military veterans the opportunity to afford and enroll in colleges and universities for nearly seventy years. In the Fall of 2009, the Post-9/11 GI Bill started helping a new generation of student veterans pay for their post-secondary education and earn degrees and certificates. The Post-9/11 GI Bill combined with a competitive work force and weak global economy, has led to an increase in student veteran enrollment in recent years. Although the student veteran population at many post-secondary schools has sharply increased in recent years, little research has been devoted to this segment of the college population. This leaves many colleges, universities, and policy makers uninformed while making decisions affecting student veterans.
Author: Beverly Williams
Publisher:
ISBN:
Category : Disabled veterans
Languages : en
Pages :
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Book Description
The purpose of this qualitative transcendental phenomenological study was to explore and describe the lived experiences of female student veterans with disabilities entering higher education during reintegration in order to improve programs, services, and support available to female student veterans with disabilities. A screening questionnaire, interviews, a focus group, and journals were used to collect data. Participants consisted of 11 female student veterans with disabilities who were purposively selected using criterion, snowball, and maximum variation sampling. The central research question was: What are the transition experiences of female student veterans with disabilities entering college during reintegration into society? Four sub-questions were also addressed. Data analyses were conducted using Moustakas' (1994) recommendations of a transcendental phenomenological study, and five themes were identified. Textural and structural descriptions were written and integrated into the composite description to reveal the essence of participants' experiences. Findings served to inform post-secondary institutions of the diverse needs of female student veterans with disabilities so they can better serve them, increase student veterans' perseverance and academic success, and provide a smoother reintegration for all student veterans with disabilities.
Author: Ellen Moore
Publisher: Duke University Press
ISBN: 0822372762
Category : Social Science
Languages : en
Pages : 260
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Book Description
In today's volunteer military many recruits enlist for the educational benefits, yet a significant number of veterans struggle in the classroom, and many drop out. The difficulties faced by student veterans have been attributed to various factors: poor academic preparation, PTSD and other postwar ailments, and allegedly antimilitary sentiments on college campuses. In Grateful Nation Ellen Moore challenges these narratives by tracing the experiences of Iraq and Afghanistan war veterans at two California college campuses. Drawing on interviews with dozens of veterans, classroom observations, and assessments of the work of veteran support organizations, Moore finds that veterans' academic struggles result from their military training and combat experience, which complicate their ability to function in civilian schools. While there is little evidence of antimilitary bias on college campuses, Moore demonstrates the ways in which college programs that conflate support for veterans with support for the institutional military lead to suppression of campus debate about the wars, discourage antiwar activism, and encourage a growing militarization.
Author: Jan Arminio
Publisher: Routledge
ISBN: 1317810554
Category : Education
Languages : en
Pages : 181
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Book Description
Student Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education.
Author: Tanya Armstrong
Publisher:
ISBN:
Category :
Languages : en
Pages : 173
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Book Description
Women with military experience are attending colleges and universities across the United States. It is important to understand how they describe their experiences as students and how their help-seeking behaviors impact their success (DiRamio & Jarvis, 2011; Baechtold & Da Sawal, 2009). Using Schlossberg's Adult Transition Theory (1981, 1984) as a framework, this qualitative phenomenological study explored the help-seeking behaviors of women student veterans. In addition, the events that caused them to seek help and the resources they utilized are described. The research questions were: (1) Does the prior military experience of women student veterans influence their willingness to seek help? (2) What are the events that cause women student veterans to seek help? And (3) What are the resources that women student veterans utilize? Using Smith, Flowers and Larkin's (2009) Interpretative Phenomenological Analysis (IPA), this two-phase mixed method design employed a sequential descriptive strategy employing a profile questionnaire and individual semi-structured interviews (N=9). The research identified six themes using Schlossberg's framework (1981, 1984). These six themes were: military influence, transitions, times of distress, tailored support, traditional support and support 'from my own'. The findings of this study provide researchers, student personnel professionals, and military educational constituencies with a foundation for policy and programming that account for the help seeking behaviors women student veterans' exhibit as they transition from the military to college.
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 308
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Book Description
Author: Daniel B. Smith
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 142
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Book Description
Student veterans have a set of experiences that require special support to successfully transition from the military into higher education. The purpose of this collective case study is to explore the perceptions of undergraduate student veterans about their transition needs to determine social and psychological supports needed to transition into a four-year, public university in western Pennsylvania. The participants were undergraduate students enrolled at a four-year, public university in western Pennsylvania who have either served on Active Duty in the U.S. military or have been deployed in support of the Global War on Terror. This study sought to answer the following Central Question: What are the perceived social and psychological support needs of undergraduate student veterans transitioning from the military to higher education? The research methods utilized include individual semi-structured and focus group interviews. This study is framed by the existing literature on military culture and veteran transitions, previous veteran experiences in higher education, and the mitigation of social and psychological challenges through social support. Ten undergraduate student veterans participated in this study through either individual or focus group interviews. This study explored their perceptions of the transition from the military into higher education, their social and psychological support needs during this transition, and their mentoring and social support experiences in the military and higher education. Three results emerged from the findings: (1) the need for support navigating the bureaucracy of higher education; (2) the need for help socializing with fellow students; and (3) the need for support navigating personal stress, anxiety and depression. The study concluded and recommended implementing a student veteran and non-traditional new student orientation and implementing a veteran peer mentoring program. The recommendation for an orientation addresses the perceptions of lack of communication and knowledge of resources available to the students. The recommendation for a veteran peer mentoring program addresses the needs for support navigating the bureaucracy, help socializing, and support navigating mental health challenges. Recommendations for future research include expanding the research to additional institutions in Pennsylvania, exploring the relationships of student veterans to non-traditional students and faculty, and exploring non-clinical methods to address mental health challenges.
