Examining the College Experiences and Coping Mechanisms of Post 9/11 Student Veterans PDF Download
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Author: Mark A. Fegley
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 191
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Book Description
Over the years, the Servicemen’s Readjustment Act (1944) and subsequent funding legislation has enabled vast numbers of American military service members and veterans to attend colleges and universities (Osborne, 2014). For institutions that experienced declines in traditional age students due to changing demographics, Post 9/11 veterans are an attractive enrollment target because of guaranteed government funding. Veterans are particularly appealing to private, online institutions as a viable revenue stream. We know that student veterans share many of the same attributes of nontraditional students (Navarre Cleary, M., & Wozniak, K., 2013) but often do not perform as well as their nonveteran counterparts in the areas of academic performance, retention and in bachelor’s degree completion (Cate, Lyon, Schmeling, & Bogue, 2017; Durdella & Kim, 2012). While the amount of research into veteran transitions has increased in the past 10 years, previous studies have often focused on the provision of veteran services or on the mental and physical health issues of combat veterans. Little has been revealed about the lived college experience of Post 9/11 veterans and the difficulties they encounter. Although it has been established that student veterans tend to default to avoidance coping strategies (Romero, Riggs, & Ruggero, 2015), data about the effectiveness of their coping choices and the repercussions on their persistence in college is lacking. More research on veteran college transitions is needed, so this study seeks to address a critical gap in the literature. The purpose of this phenomenological study is to examine the lived experiences, academic challenges, and the coping strategies of Post 9/11 student veterans at a large, Midwestern university.
Author: Mark A. Fegley
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 191
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Book Description
Over the years, the Servicemen’s Readjustment Act (1944) and subsequent funding legislation has enabled vast numbers of American military service members and veterans to attend colleges and universities (Osborne, 2014). For institutions that experienced declines in traditional age students due to changing demographics, Post 9/11 veterans are an attractive enrollment target because of guaranteed government funding. Veterans are particularly appealing to private, online institutions as a viable revenue stream. We know that student veterans share many of the same attributes of nontraditional students (Navarre Cleary, M., & Wozniak, K., 2013) but often do not perform as well as their nonveteran counterparts in the areas of academic performance, retention and in bachelor’s degree completion (Cate, Lyon, Schmeling, & Bogue, 2017; Durdella & Kim, 2012). While the amount of research into veteran transitions has increased in the past 10 years, previous studies have often focused on the provision of veteran services or on the mental and physical health issues of combat veterans. Little has been revealed about the lived college experience of Post 9/11 veterans and the difficulties they encounter. Although it has been established that student veterans tend to default to avoidance coping strategies (Romero, Riggs, & Ruggero, 2015), data about the effectiveness of their coping choices and the repercussions on their persistence in college is lacking. More research on veteran college transitions is needed, so this study seeks to address a critical gap in the literature. The purpose of this phenomenological study is to examine the lived experiences, academic challenges, and the coping strategies of Post 9/11 student veterans at a large, Midwestern university.
Author: David DiRamio
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072163
Category : Education
Languages : en
Pages : 174
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Book Description
With the passage of the Post-9/11 GI Bill in 2008, more than 1.4 million service members and their families became eligible for higher education benefits, and veterans from the wars in Iraq and Afghanistan enrolled in colleges and universities in record numbers. The first wave of research about these new student veterans focused primarily on describing their characteristics and the transition from military service to civilian life and the college campus. This new edited collection presents findings from the second wave of research about student veterans, with a focus on data-driven evidence of academic success factors, including persistence, retention, degree completion, and employment after college. An invaluable resource for educators poised to enter the next phase of supporting military-connected college students.
Author: Brantley B. Blair
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 222
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Book Description
"The purpose of this study was to understand the academic and social experiences of post-9/11 student veterans moving from the military into and through their time at a large public Senior Military College (SMC) in a mid-Atlantic state. Military culture starkly contrasts that of college campus culture, and because post-9/11 student veteran research is still in its nascent stage, a need exists to understand how this student population navigates those differences. Using Vacchi' Model for Student Veteran Support as a theoretical framework, the researcher engaged undergraduate post-9/11 student veterans enrolled in an academic major in semi-structured interviews that explored how they made sense of their college experiences. Participant interviews were recorded, transcribed, and analyzed utilizing an Interpretative Phenomenological Analysis (IPA) methodology. Three superordinate themes emerged from the data: Becoming an SMC Student, Separations & Connections with Others, and Envisioning the Future. The first two themes illustrate how participants conceptualized their intersectional identities as students and veterans, and how they conceived their interactions with peers (veteran and civilian), faculty, and support services personnel. The third theme represents how the participants rationalize their future opportunities because of attending the Senior Military College. The findings from this study illustrate the academic success of this student group, but also highlight challenges they face interacting with members of the college campus. This study emphasizes essential considerations for creating inclusive practices that seek to improve the college experiences of post-9/11 in higher education"--Author's abstract.
Author: Florence A. Hamrick
Publisher: John Wiley & Sons
ISBN: 1118240146
Category : Education
Languages : en
Pages : 323
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Book Description
Called to Serve Over the past several years, veteran enrollment in universities, community colleges, and vocational programs has increased dramatically. Called to Serve offers academics and administrators a handbook highlighting the most current research, program initiatives, and recommendations for creating policies and services that can help student veterans and service members succeed, including: Strategies for organizing and staffing services for veterans and service members Suggestions for creating institutional infrastructures and policies related to enrollment, transfer, and degree completion Frameworks for working with service members with physical, emotional, and learning disabilities Praise for Called to Serve "An excellent resource tool for key university leadership who desire to support the success of incoming and current student veterans." —Renee T. Finnegan, colonel (retired), executive director, Military Initiatives and Partnerships, Office of the President, University of Louisville "One of the more compelling issues of our time is the integration of returning veterans and service members into our society following their service to our country. This handbook will be a critical tool in guiding higher education professionals in developing strategies to ensure their success in college." —Kevin Kruger, president, NASPA–Student Affairs Administrators in Higher Education "This timely book explains and presents a new meaning of 'called to service.' The issues and vignettes bring to life real situations that will be facing all campuses. I highly recommend this valuable resource to those looking forward and not back." —Gregory Roberts, executive director, ACPA–College Student Educators International "I have waited over forty years for such a comprehensive handbook to be written about the challenges, opportunities, and rewards that are associated with providing higher education to America's veterans—our future leaders. Well done." —Robert E. Wallace, Vietnam veteran and executive director, Veterans of Foreign Wars of the U.S., Washington Office
Author: Willene Patrice Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 254
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Book Description
Veterans are taking advantage of the education benefits afforded to them in the Post 9/11 GI Bill as military operations come to a close in Iraq and Afghanistan (Bonar & Domenici, 2011). Programs and services have been developed to help veterans navigate college life (Branker, 2009; DiRamio & Spires, 2009; Shackelford, 2009). However, it is important to explore how student veterans perceive their college experiences. Sense of belonging is the perception an individual has about membership within a particular community and the ways in which they matter and feel valued within that community (Hurtado & Carter, 1997; Strayhorn, 2012). Current research does not exist on how military service influences the extent to which student veterans feel a sense of belonging to the institutions they enroll. The purpose of this study was to explore student veterans' sense of belonging on college campuses. Within this study, I used the constructivist paradigm; Strayhorn's (2012) sense of belonging as a theoretical framework; narrative inquiry as the methodology; interviews and artifacts for data collection; and holistic and categorical data analysis to address the research purpose and questions. Data were collected using artifacts and semi-structured interviews (Jones, Torres, & Arminio, 2014; Merriam & Tisdell, 2016). Data were analyzed using holistic and categorical data analysis. Holistic data analysis was used to develop participant profiles. Categorical data analysis was used to structure participant profiles and discuss commonalities across profiles. Major findings included: academic experiences and student veterans, social experiences and student veterans, and sense of belonging for student veterans. Commonalities across participants included college transitions and belonging in higher education. The findings of this study have implications for practice, policy, and future research.
Author: Paula Domenici
Publisher: New Harbinger Publications
ISBN: 1608827178
Category : Family & Relationships
Languages : en
Pages : 189
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Book Description
Parents of returning service members may sometimes feel that their voices are not heard. The media is saturated with stories about troops returning from deployment with mental health problems like post-traumatic stress, depression, and substance abuse. Some also return home with physical problems including traumatic brain injury, physical pain or more severe injuries like amputations. Almost all returning service members experience reintegration challenges such as readjusting to family and community, finding employment or attending school. But rarely do we hear how parents are taking on the role of supporting their sons and daughters who have served our country. In countless ways these parents provide help—and when their military child suffers significant physical or psychological injuries, they may once again become their primary caretaker. For mothers and fathers and others in a parenting role, it can be overwhelming at times, and resources are limited. Courage after Fire for Parents of Service Members provides a compassionate and accessible guide for the parents or guardians of returning troops. This groundbreaking book acknowledges the significant contribution and sacrifice parents have made for their military children, provides strategies and resources that will assist them in understanding and supporting their son or daughter, and will validate their own personal experiences. Recommendations for helping them care for their returning service member are woven throughout the book, as well as education about the importance of taking care of themselves to help prevent caregiver burnout. Vignettes and reflections from parents who have had a child deploy offer a sense of hope and community. Even in the best of circumstances, parents play an instrumental role in helping their sons and daughters successfully reintegrate after deployment. This book is a valuable resource for any parent who is seeking to better understand and support a returning military child while caring for themselves.
Author: Sammi Marie Morrill
Publisher:
ISBN:
Category :
Languages : en
Pages : 260
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Book Description
The Post-9/11 GI Bill represents unprecedented federal funding intended to aid veterans in furthering their education and successfully making the transition to the civilian workforce. While widely reported that the student veteran population experiences unique challenges on college campuses that may hinder their degree completion, there is little empirical research on their educational outcomes. Research is especially scarce at the community college level. The purpose of this study was to investigate the variables that influence completion and transfer rates among Post-9/11 student veterans enrolled at a Texas community college. The Bean and Metzner (1985) model of nontraditional student attrition served as the conceptual framework for the study and was adapted to reflect the background and defining variables, academic outcome, and environmental variables relevant to the study’s focus on student veterans and the mission of community colleges. Institutional and National Student Clearinghouse data were used in this study. First, descriptive analysis offered a baseline portrait of student veterans who were successful at completing a certificate/degree or transferring and those who were not. Second, independent measures t-tests and chi-square tests of independence revealed age, at time of enrollment, and first-term cumulative GPA were significantly associated to student veterans who earned a certificate or an associate degree, or transferred to a four-year institution. Next, a logistic regression analysis investigated the predictive nature of these variables to a student veteran’s successful completion or transfer. The overall model was found to be statistically significant, ([chi]2 = 12.117, p = .002, df = 2) and correctly predicted 86.5% of the population’s outcome. Finally, the influence of first-term cumulative GPA prompted a linear regression analysis of its relationship, as a dependent variable, with the remaining independent variables. The results suggested a statistically significant negative relationship between minority racial status and GPA, a statistically significant positive influence for full-time enrollment status, and a statistically significant positive effect for older student veterans on GPA. Recommendations for policy, practice, and future research are addressed in this study.
Author: David DiRamio
Publisher: John Wiley & Sons
ISBN: 1118173112
Category : Education
Languages : en
Pages : 175
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Book Description
It's estimated that, in the coming decade, as many as 2 million students with military experience will take advantage of their education benefits and attend institutions in all sectors of higher education. This monograph provides useful information about students with military experience who attending college by blending the theoretical, practical and empirical. The authors assemble some of the best-known theories and research in the literature of the field to provide starting points from which to investigate the phenomenon of today's veteran attending college. Other frameworks and theories, particularly from the literature on college student development, from recognizable names such as Baxter Magolda, Braxton, Chickering, Schlossberg, and Tinto, are used--sometimes directly in their own words. New issues to our generation, such as the unique subpopulation of women veterans and the challenges they face, are explored. This volume equips higher education professional with a fundamental understanding of the issues faced by the student veteran population and aims to enable them in their roles of providing sorely needed assistance in the transition to college, persistence at the institution, and degree attainment. This is the third issue in the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Mary E. Falkey
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
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.
