University of Southern California Dissertations and Theses

Exploring the satisfaction, experiences, institutional support of student veterans in transition to higher education: a case study

(USC Thesis Other)

Exploring the satisfaction, experiences, institutional support of student veterans in transition to higher education: a case study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

Exploring the Satisfaction, Experiences, Institutional Support of Student Veterans
in Transition to Higher Education: A Case Study

by

Eduardo Morales Tinoco

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2020

Copyright 2020 Eduardo Morales Tinoco

ii
Dedication
This dissertation is dedicated to my loving family: Andrea, Matthew, and Nicholas,
whom I love dearly. Thank you for all your support and encouragement throughout this long
process. I would not have been able to do this without your support, patience, and love.
I would also like to dedicate this work to the memory of Matthew and Andrea Thomson,
my parents-in-law. Matthew was a World War II veteran of the British Army who served in
North Africa and Italy. In the years that I knew him, he was an inspiration to me. He lived a full
and honorable life and from him I learned some valuable life lessons. Andrea was a loving and
caring registered nurse (RN) who worked labor and delivery at Los Angeles County/USC
Women’s Hospital with ardent dedication. She welcomed me as a son. While they did not live
to see me accomplish this educational milestone, they were always supportive and encouraging
during undergraduate studies and pursuit of my master’s degree. They are forever in my heart
and I dedicate this work to them with all my heart.
This work is also dedicated to those who have, or will someday, serve in the United
States military. The dedication to duty and honorable service is the foundation of our country’s
existence. RLTW!
Acknowledgements
I would like to thank Dr. Briana Hinga for her steadfast support and encouragement. I will
be forever grateful for the guidance and all the feedback you provided me during my writing
process. Dr. Alan Green, thanks for all your help in getting me started with this project and your
advice and support. Both you and Dr. Hinga helped me find my voice and pushed me to explore
the topic beyond the basics. I would also like to thank Dr. Doug Shook, the third member of my
dissertation committee. Since my arrival at USC in 2004, you have been someone who has always

iii
provide me with constant support, guidance, and opportunities to grow. You have also helped me
navigate through some of the challenging times at USC. You have always given me invaluable
counsel. Having all three of you as my dissertation committee has enriched my educational
experience and helped me succeed. I will be forever grateful to all of you.
I wish to also thank Mr. Win Shih, Ed.D., Director of the USC Libraries Integrated Library
Systems, who has been a remarkable colleague. I’ve found our work together beginning with the
American Library Association’s Diversity Research Grant, “Facilitating the Learning and
Academic Performance of Student Veterans, in 2015, followed by our 2017 presentation, “Student
Veterans at USC,” during the Diversity and Inclusion Week, and our most recent collaboration in
writing the chapter that will be included in the book, Diversity, Equity, and Inclusion: Planning,
Leadership, and Programming in Action, all our work together has made me a much stronger
academic writer that has helped me in completing this work. I truly appreciate your friendship,
encouragement, and editorial help.
This work could not have been completed without the generous support of the Department
of Veterans Affairs and its educational programs.

iv
TABLE OF CONTENTS
DEDICATION ii

ACKNOWLEDGMENTS ii

LIST OF TABLES viii

LIST OF FIGURES ix

ABSTRACT x

CHAPTER ONE: INTRODUCTION 1
Background of the Problem 2
Statement of the Problem 5
Purpose of the Study 6
Significance of the Study 8
Limitations 9
Delimitations 9
Definition of Terms 9
Organization of the Study 11

CHAPTER TWO: REVIEW OF THE LITERATURE 13
Introduction 13
History of Veteran Educational Benefits 15
History of the GI Bill 17
GI Bill Progression since 1944 18
Post 9/11 GI Bill 22
Colleges and the GI Bill 23
Veteran Characteristics 24
Comparing Veterans and Nonveterans in College 24
Post 9/11 Veterans 25
Traditional / Non-Traditional Students 29
College Experience Impact Resulting from Veteran’s Military Experience 31
Conceptual Framework and Approaches Used in Study 32
Veteran Critical Theory 32
Structures, policies and processes privilege civilians over veterans 33
Veteran experience various forms of oppression and
marginalization including microaggressions 33
Veterans are victims of deficit thinking in higher education 34
Veterans occupy a third space on the border of multiple conflicting
and interacting power structures, languages, and systems 34
VCT values narratives and counternarratives of veterans 35
Veterans experience multiple identities at once 35
Veterans are constructed (written) by civilians, often as deviant
Characters 35

v
Veterans are more appropriately positioned to inform policy and
practice regarding veterans 36
Some services advertised to serve veterans are ultimately serving
civilian interests 36
Veterans cannot be essentialized 36
Veteran culture is built on a culture of respect, honor, and trust 37
Schlossberg’s Adult Transition Theory 37
Transitions: Moving In, Moving Through, Moving Out Model 39
Encountering Transitions: The Four S’s 40
Situation 40
Self 40
Support 40
Strategies for Coping 41
Significant Studies 41
Moving into the Military 41
Motivations for Joining 42
Moving Through the Military 42
Deployments 43
Combat Duty 43
Change of Duty Station 44
Moving out of the Military 44
Challenges of Moving into Society 45
Returning Home 45
Social Relations 45
Moving into College – Challenges 46
Establishing a Connection with Peers 46
Blending In 47
Faculty 47
Campus Veterans’ Office 49
Financial 49
Disability Accommodations in Higher Education 51
Mental Health Concerns 51
Military Veteran Transition 53
Chapter Summary 55

CHAPTER THREE: METHODOLOGY 56
Purpose and Research Questions 56
Research Design 57
Site Selection 59
Participants 60
Recruitment 62
Measurement Instrument 63
Data Collection 64
Survey, Quantitative Research 65
Interviews, Qualitative Research 66
Data Analysis 66

vi
Survey, Quantitative Research 66
Interviews, Quantitative Research 67
Limitations and Delimitations 67
Delimitations 68
Chapter Summary 68

CHAPTER FOUR: RESULTS 69
Introduction 69
Section One – Demographics 71
Survey Question 1: Identification of Student 71
Survey Question 2: Service Branch 72
Survey Question 3: Length of Military Service 74
Survey Question 4: Type of Military Service 76
Survey Question 5: Rank at Time of Separation 78
Survey Question 6: Length of Time Between Separation/
Retirement from Military to Enrollment in College 81
Survey Question 7: Gender 83
Impact of Marital Status, Age, and caring for children
has on academic success 84
Survey Question 8: Marital Status 85
Survey Question 9: Ethnicity 86
Survey Question 10: Age 87
Survey Question 11: Children? Select the one that best
describes you 89
Survey Question 12: Did You Always Plan to Enroll in College? 90
Survey Question 13: If Not, What Led You to Enroll in College? 93
Survey Question 14: Location of Class Attendance 95
Survey Question 15: Employment Status 97
Survey Question 16: VA Benefits 98
Survey Question 17: Type of VA Programs Utilization 99
Survey Question 18: Expectations to Complete Academic Work 100
Survey Question 19: Academic Demands of College Work 101
Survey Question 20: Developing Effective Study Skills 102
Survey Question 21: Effectively Manage Time 103
Survey Question 22: Making Friendships 104
Survey Question 23: Life Balance 105
Survey Question 24: Self-rating of Traits 106
Survey Question 25: Since Returning to College, Has There
Been Changes in Relationships? 108
Survey Question 26: Military Service Helped or Hindered Pursuit
of College Degree 108
Survey Question 27: Campus Services Utilization 111
Survey Question 28: Utilization of University Library Systems 113
Chapter Summary 113

vii
CHAPTER FIVE: DISCUSSION 115
Discussion 116
Available Resources 117
College Experience 119
Unmet Needs 120
Military Prior to College 122
Multiple Identities 123
Steps to Success 124
Conclusions 126
Suggestions 128
Higher Education Administrators 128
Higher Education Faculty 131
Limitations 132
Future Research Recommendations 132
Chapter Summary 134

REFERENCES 136

APPENDICES 156
Appendix A Survey Invitation Letter 156
Appendix B Survey Invitation Follow-Up 157
Appendix C Student Veteran Survey Questions 158
Appendix D Interview Protocol (Replaced by Follow-up Survey) 163
Appendix E Transcripts of Responses to Follow-up Survey Questions 165

viii
List of Tables
Table 4.0 – Expectations to Complete College Work 101
Table 4.1 – Academic Demands of College Work 101-102
Table 4.2 – Developing Effective Study Skills 102-103
Table 4.3 – Effectively Manage Time 103
Table 4.4 – Making Friendships 105
Table 4.5 – Life Balance 105
Table 4.6 – Self-rating of Traits 107
Table 4.7 – Change in Relationships 108

ix
List of Figures
Figure 3.1 - Student Veteran Enrollment (1990-2018) 61
Figure 4.0 – Survey Participation 70
Figure 4.1 - Study Participants 72
Figure 4.2 – Service Branch 74

Figure 4.3 – Length of Military Service 75
Figure 4.4 – Type of Military Service 77
Figure 4.5 – Rank at Separation 80
Figure 4.6 – Length of Time Between Separation/Retirement
from Military to Enrollment in College 82
Figure 4.7 – Gender 84
Figure 4.8 - Marital Status 86
Figure 4.9 – Ethnicity 87
Figure 4.10 – Age 88
Figure 4.11 – Children? Select the One that Best Describes You 90
Figure 4.12 – Did You Always Plan to Attend College? 91
Figure 4.12.1 - Source: Department of Veterans Affairs 92
Figure 4.14 – Location of Class Attendance 96
Figure 4.15 – Employment Status 97
Figure 4.16 – VA Benefits 98
Figure 4.17 - Type of VA Benefit Programs Utilization 99
Figure 4.18 – Utilization of Campus Services 112
Figure 4.19 – Utilization of University Library Services 113
Figure 5.1 – PSU Veteran Community 119

x
Abstract
This study applies veteran critical theory (VCT) and theory of adult transition to understand the
challenges faced by student veteran caused by current norms established at institutions of higher learning
and their impact on the college experience of veterans transitioning to higher education. The purpose of
this study is to gather the perceptions and experiences that student veterans have as they transition from
the military and move into higher education. The study sought to understand the current practice and
strategies, and challenges, on serving student veterans enrolled at a Tier-1 private research university.
Using data gathered from a survey of 231 student veterans, the study, guided by VCT and the theory of
adult transition, explores the transitional experience of student veterans at the university. Data from a
follow-up survey of 33 students provided additional insight into student veteran transition experience.
Findings from this study indicate that Pacific Southern University is providing adequate services and
support programs for student veterans, but still has room to improve the current environment on campus.
This study will add to the current student veteran research and provides some suggestions for higher
education professional and higher education faculty that can be applied to make institutions of higher
learning a welcoming environment for student veterans.

1
CHAPTER ONE: INTRODUCTION
Transitioning to college after a life of military service is not easy. This Nation, since
being founded has provided support for its veterans. It was, however, President Abraham
Lincoln during the reading of his second inaugural address on March 4, 1865, when he voiced
his deep sense of the nation’s debt to those who had fought, suffered, and died during the Civil
War and committed the federal government “…to care for him who shall have borne the battle
and for his widow and his orphan…” (Donald, 1995).
Military service, in the United States, has often been viewed as a way to gain economic
and social standing, health care services, and educational benefits. Military recruiters entice
young adults and high school students to enlist in the armed forces to access the college funding.
Recruiters make promises of educational support and preparation for college as a result of
military service (Frydl, 2009; Altschuler & Bumin, 2009). The reality, however, is sometimes
the promises of educational preparedness and gain of economic and social standing come with
significant sacrifices. Deploying to an active combat zone is only one of the many different
sacrifices that military service members endure.
The United States has been at war in the Middle East since October 2001, when, as result
of the aftermath of the terrorist attacks on the United States on September 11, 2001, during a
nighttime combat jump, about 200 U.S. Army Rangers assigned to the 75
th
Ranger Regiment
parachuted from 800 feet, in zero illumination onto a disused desert strip, south of Kandahar,
Afghanistan, an operation codenamed Objective Rhino (Neville, 2016), the start of Operation
Enduring Freedom (OEF). Since then, over two-million service members have deployed to Iraq
or Afghanistan. The total number of armed forces personnel in 2001 was 1.4 million. By 2010,

2
it increased to nearly 1.6 million, however, the number of personnel has been trending down
since 2010 and in 2016 the total number was 1.3 million (World Bank, 2018).
The constant reduction in force and the draw-down of forces in combat theaters of
operation will continue and colleges and universities will encounter an influx of student veterans
and service members enrolling in higher education not seen since the end of World War II. More
than 2.6 million service members have deployed to Iraq and Afghanistan since 2001 (USC CIR,
2014). As these service members return to civilian life, some will start or continue their
education and become students, prepare for the civilian job market, or gain training in a
vocational school. Students who possess active-duty military experience are a unique group of
students. The American Council on Education (2015), in recommending future research,
describes the need to better understand the transition from military service to higher education,
especially among those who face challenges in access, persistence, and completion barriers.
Further research in student veteran transition is needed to better inform those in higher education
administration, student advising, and student services
Background of the Problem

Transitions are difficult. For those of us who served in the military, transitions are
doubly difficult. Initially, a person who chooses to serve in the military experiences a transition
from being a civilian to becoming a member of the armed forces. There is an emotional and
physical demand on the individual to move from the civilian culture to becoming a soldier,
Marine, airman, or sailor. Moore (2017), describes the individual’s process of militarization:
where civilians learn to become soldiers. Through specific rituals of preparing uniforms,
gestures of hierarchical relations, and complying with reward and punishment systems,
civilian recruits learn to identify with the military institution, military mission, and fellow
soldiers. The pedagogical techniques of basic training, which include isolation and
separation, regimentation, enforced group participation, gendered group identification,
enforcement of hierarchy and the naturalization of violence…. Embodied disciplinary

3
practices teach recruits to shed their previous self-definition as civilians to identify as
members of a military corpus (p 20).

The recruit sheds all identification with the civilian world and must transition to a rigid military
culture. The United States spends a considerable amount of money preparing recruits to become
part of the military force and training them for combat (Sportsman & Thomas, 2015).
A second transition, which is often more difficult, is the transition from the military to
life after the service. Leaving the service is emotionally demanding. The service member is
leaving, or separating, from service and moving back either finding a job, beginning a college
career, or returning to college after the interruption due to military service. Transition to higher
education can be a challenge, especially to adult learners who enters, or returns, to college after
experiencing a break in academic studies (Coreyman, 2001; Diyanni, 1997). Separating from the
service brings about a wave of emotional issues that are not easily understood by most of the
citizenry.
Student veterans navigate the challenges when they enter postsecondary education. They
bring with them a military culture that is quite different from the culture on campus. This
adjustment to campus culture is a major obstacle for student/veterans (Runmann, Rivera, &
Hernandez, 2011). The environment in higher education calls for students to be creative and
individualistic (Runmann, et al., 2011). While independence and individualism are encouraged
in the academic setting, the military structure requires a strict adherence to rules, norms, and
specific instructions. One of the first lessons learned as new recruits is the loss of individuality,
which begins with the shaving of the hair. Every recruit looks the same, dresses the same, eats at
a specific time, is told when to wake up, when to go to bed, and every lesson has a specific task,
conditions and standard, that is explained by each instructor. There is no individual in the

4
military culture. The military’s environment is highly structured, well documented, and
regulated. Every hour of every day is scheduled. Any necessary step to accomplish a task is
well documented and provided in detail (Runmann & Hamrick 2010). Transition to higher
education, an environment that is viewed as an unstructured environment, from the highly
regimented military structure, may be problematic to some student/veterans. Academic
institutions are highly bureaucratic and student/veterans, not being familiar with academic
bureaucracy, may find it puzzling to navigate through the processes (Runmann, 2010). Each
institution has its unique campus culture, which may be another potential obstacle for student
veterans (Zinger & Cohen, 2010).
With military operations drawing down in Afghanistan and with an estimated 2.7 million
troops having served since 9/11, colleges and universities must prepare for a second surge of
student veterans. There has been an influx of service men and women enrolled in American
colleges and universities since the passage of the Post-9/11 Veterans Education Assistance Act
of 2008 (commonly known as the Post 9/11 GI Bill). The military drawdowns in Afghanistan
and Iraq, as well as the scale-down of military operations abroad will further contribute to this
continued influx of student veterans on campus. To date, more than one million veterans and
their family members have benefited from or are using the generous educational package of Post
9/11 GI Bill. The beneficiaries of these programs have increased 71 percent between 2009 and
2011 (U.S. Department of Veterans Affairs, 2015). Over $65 billion has been spent on the
program since it was first offered in 2009 (Congressional Budget Office, 2019). Nationwide,
approximately 96 percent of the postsecondary institutions enroll student veterans and 82 percent
of the institutions have a designated point of contact (U.S. Department of Veterans Affairs,
2014). Veteran undergraduate population represents about four percent of the national student

5
body and is expected to increase as more service members continue to separate from military
service (National Conference of State Legislatures, 2014). Student veterans are viewed as non-
traditional students. Their military training and service distinguish them from the traditional
college student who arrives at age 18, after graduating from high school. Demographically, most
student veterans are between the ages of 24-40, older than the general undergraduate population;
73 percent of them are male; 62 percent of them are first generation college students; and 47
percent of them are married or have children (U.S. Department of Veterans Affairs, 2014).
Statement of the Problem
Current student veteran enrollment is increasing at institutions due to the influx of the end
of the Iraq war and the drawdown of military operations in Afghanistan (Kim & Cook, 2009).
Most student veterans begin their educational endeavors at a community college and eventually
transfer to a four-year institution. Among student veterans, discussions of transitional issues on
campus is common (Ackerman, DiRamio, & Mitchell, 2009). While institutions are addressing
policies and services pertaining to student veterans, a gap continues to exist in how institutions of
higher learning are adjusting to the continue flow of student veterans onto campus. Many
institutions offer basic academic and transitional support for students and others have staff that
specialize in student veteran services and resource centers (Carlstrom, Harris, Hughey, & Ryan,
2011).
Experiences of student veterans in postsecondary education has been a topic that has
received little focus. Exploring the literature on student veterans’, prior to 2001, focuses on the
effects that the Servicemen’s Readjustment Act of 1944, also known as the GI Bill, had on
providing returning World War II veterans substantial benefits, that included education benefits
(Crespi, 1946; Bennett, 1996; McDonagh, 1997; Tinoco, 2015). Several studies, primarily

6
focusing on the psychological aspects of combat veterans’ transition from soldier to student
(Callahan & Britto, 2008; DiRamio & Spires, 2009; Ackerman, DiRamio, & Mitchell, 2009;
Church, 2009; Glover-Graf, Miller, & Fremann, 2010; Rumann & Hamrick, 2010). Focus on
female veterans is lacking. Studies such as De Sawal (2009), which addresses the needs of
female veterans as being different from that of males when enrolled in institutions of higher
education is one of the few studies that exists. The concept of making the university
environment more accommodating for injured veterans is explored in Branker (2009). The
majority of the 2.7 million Operation Iraqi Freedom (OIF) and Operation Enduring Freedom
(OEF) combat veterans, 42% deployed two or more times (VCS, 2011), returned with
disabilities, resulting from their service (Grossman, 2009; Church, 2009). Veterans of OEF and
OIF were found to have had physical impairments, emotional or cognitive challenges, resulting
from injuries sustained, which in-turn, impacted their academic experiences and performance in
both online and face-to-face classrooms (Ford & Vignare, 2015). Injuries, both visible and
invisible, resulting from military service are some of the greatest challenges faced by veterans
during their transition to higher education (Ostovary & Dapprich, 2011). Cook and Kim (2009)
describe how the challenges for veterans with physical and psychological readjustments will
require the institutional support and academic and disability accommodations to successfully
reintegrate into both society and academia.
Purpose of the Study
The purpose of this study is to explore the student veterans’ overall satisfaction,
experiences during their transition from the military to higher education, and the institutional
support at a private, four-year, research university. During the first decade of the Iraqi and
Afghanistan conflict, three major studies addressed the transition processes of student veterans,

7
who enrolled or re-enrolled in college following their war deployment (DiRamio, et al., 2008;
Bauman, 2009; Rumman & Harrick, 2010). With more than 2,083,000 active duty and reserve
military personnel, (US Military Strength, 2018), the flow of service members separating from
the military will continue. Community colleges are often the first stop for student veterans after
separating from the military and many decide to transfer to four-year institutions. Higher
education administrators, counselors, student services professionals and university/college
officials must be prepared to provide services and programs that will help student veterans with
their transition to higher education.
Those who volunteer to serve our nation, military veterans, were often found in difficult
and stressful situations (Sander, 2012; Osborne, 2013) in a combat theater of operation and upon
completion of their service obligation, a transition to higher education was something different
from their previous experiences. On the one hand, the increased public support and institutional
realization of an influx of veterans departing the military considering higher education as a
viable option for their post military career as a positive step (Rumann & Hamrick, 2009; Semer
& Hamering, 2015). On the other, the challenges faced by transitioning often ranged from
identity issues, college choice, maturity, inconsistencies, hardships, and combat ailments made
the assimilation into higher education, that much more difficult (Green & Van Dusen, 2012).
The research question that guides this study is one main question: How are the services
provided at the higher education institution useful in allowing student veterans to successfully
navigate the transition to college? In support of the main question, there were four sub-
questions:
(a) how military veterans view their college experience,

8
(b) what resources, external and internal of their institutions, were available to student
veterans,
(c) what needs could not be met, and
(d) how their choice to serve in the military prior to pursuing a college career helped or
hindered their pursuit.
The theoretical frameworks for this research study was supported by the application of two
conceptual frameworks, or lenses. The first, Veteran Critical Theory, introduced by Phillips and
Lincoln (2017), a model that provides a unified voice to researchers studying student veterans.
The second is, Schlossberg’s Theory of Adult Transition (1981). Student veterans, in dealing
with the challenges of transitioning from military service to higher education, underwent the 4
S’s of Schlossberg’s Adult Transition Theory (Anderson & Goodman, 2014). The theory
defined adult transitions and identified ways to cope with the difficulties that arise from adult
transitions (Anderson et al., 2014). Schlossberg’s 4 S’s (Situation, Self, Support, and Strategies),
provide a map for people in transition that enables them to navigate the transition by taking stock
of the situation and available resources (Ford & Vignare, 2015).
Significance of the Study
The results of this study can be used to inform academic administrators, faculty, staff,
and student services personnel about the transitional challenges faced by student veterans with
active-duty military experience. The education profession can use the findings of this study to
review, revise, expand, and/or create support services for these students who are making the
transition from military active duty into higher education. Finally, the results of the study can
provide scholars, researchers, and program developers with additional information to continue
expanding this area of study.

9
Limitations
One limitation in this study is participation is limited to currently enrolled students at the
university and the initial email soliciting participation, approved by IRB, was sent to enrolled
students on a list acquired from the university’s Veteran Certification Office.
Another limitation was the researcher’s bias. The researcher, a veteran of the US Army,
and student at the same university where the study was performed is familiar with many of the
student veterans. Every effort was made for the researcher reduced bias in the study.
Delimitations
This study will be limited to participants who respond to the interview question, all
student veterans selected will be currently enrolled at an urban, R1 institution, located in
Southern California.
Definition of Terms
ADA – American with Disabilities Act, signed into law in 1990 by President George
H.W. Bush, prohibits discrimination based on disability and guarantees that those with
disabilities have the same opportunities as everyone else. To be protected by the ADA, a person
must have a mental impairment or physical disability that substantially limits one or more major
life activities. The ADA does not define all of the impairments that are covered (ADA, 1990).
G.I. Bill – formally known as the Serviceman’s Readjustment Act of 1944, established in
the waning days of World War II. The legislation, administered the Department of Veterans
Affairs, has gone through a series of changes. The most recent changes are the Post 9/11 G.I.
Bill and the 2017 changes known as Forever GI Bill (Department of Veterans Affairs, 2019).

10
Higher Education – post-secondary education beyond high school, applies to 2-year and
4-year educational institutions that grant associates, undergraduate, graduate, professional, and
doctorate degrees.
Military – relating to the armed forces (The American Council on Education, 2008)
Operation Iraqi Freedom (OIF) – United States military operation in Iraq beginning on
March 20, 2003 (Ford & Vignare, 2015).
Operation Enduring Freedom (OEF) – United States military operations in
Afghanistan, beginning October 7, 2001 (Ford & Vignare, 2015).
Post 9/11 Veterans – veterans serving in the U.S. armed forces on active duty on
September 10, 2001 or volunteered for service after September 11, 2001. These veterans are
eligible for educational benefits, resulting from the Veterans Educational Assistance Act of 2008
(Post 9/11 GI Bill), which provides benefits to veterans, servicemembers and their families
(Dortch, 2018).
Post-Traumatic Stress Disorder – a mental health condition, affecting many of the
veterans from the Post 9/11 era, which manifest itself with flashbacks, nightmares, and severe
anxiety (APA, 2007).
Reserve Officers’ Training Corps (ROTC) – programs at colleges or universities that
award a United States military commission upon graduation and in exchange for a college
education the commissioned officer must serve on active-duty or a Reserve component for a
specified period.
Service Member – any individual still serving in the military regardless of veteran status.
The term applies to any member of the National Guard, Reserves, or active-duty branch (The
American Council on Education, 2008).

11
Student Veteran – any college student who has served on active duty, who has enrolled
in an institution of higher learning (The American Council on Education, 2008).
Transfer Student – a student at a college who completes classes at one institution and
enrolls in another institution after leaving high school (Oxford Learner’s Dictionaries, 2019).
Traumatic Brain Injury (TBI) – an injury or disruption in the normal function of the
brain caused by blunt force trauma that could have been caused by an explosion on concussion,
blow or jolt to the head (CDC, 2019).
Military Acronyms (Acronym Finder, 2018)
AIT – Advanced Individual Training
BCT – Basic Combat Training
DoD – Department of Defense
ETS – End Time in Service
IED – Improvised Explosive Device
MEPS – Military Entrance Processing Station
MRB – Medical Review Board
VA – Department of Veterans Affairs or Veterans Affairs
Organization of the Study
This study explores the college choice, transition, and experiences of the student veteran
enrolled in a four-year university after completion of a military service obligation. Participants
include transfer students, undergraduate and graduate students. The findings of the study can be
used to inform education professionals and administrators, faculty, and higher education policy
makers about the challenges faced by student veterans.

12
Chapter 2 contains a review of the scant literature that focuses on student veterans. A
review of the historical literature as it pertains to prior conflicts and a discussion of the lack of
empirical work focusing on veterans of the current conflicts in Iraq and Afghanistan. The
chapter will end with a description of Schlossberg’s transition theory and a brief discussion on
community college students.
Chapter 3 presents the methodology, sample, site selection, instrumentation, data
collection, and data analysis.
Chapter 4 presents the findings, participants profiles, followed by thematic findings that
emerge from the data analysis.
Chapter 5 discusses a summary of findings, implications for practice, and
recommendations for future research.

13

For Love of Country
“[Veterans] don’t need care packages and quilts. They need a nation to understand
the skills and values and discipline they have acquired—and the assistance they still
require—and then give them an opportunity to make a difference on the home
front…Saying ‘thank you’ at an airport is not enough. Standing for an ovation at a
baseball game is not enough. To do right by our veterans—to recognize their value
to our society and fulfill our solemn obligation to those who volunteered to protect
the rest of us—we first have to understand what they have accomplished and what
they offer our nation” (p. 16).
By Howard Schultz and Rajiv Chandrasekaran

CHAPTER TWO: REVIEW OF THE LITERATURE

This chapter provides a review on the literature on the experience of student veterans
who decide to attend college upon transitioning from military service. The chapter begins with a
historical overview of the educational benefits that are available for veterans upon their
completion of time in service. The chapter continues with a description of the characteristics and
needs of student veterans, that are identified in the research, followed by the theoretical
framework for this study. A summary of the key findings by recent studies on the impact of
military experience and its impact on college experiences of veterans at institutions of higher
education, is presented at conclusion of this chapter.
Introduction
Starting a study of student veterans requires a thorough review of the current state of
research surrounding them. Colleges have a variety of student populations, student veterans, as
nontraditional learners (Mackinnon & Floyd, 2011; Vacchi, 2012), make up one of the many
populations found on campus. Most students have needs and bring a variety of strengths and

14
challenges to the college classroom (Quayne & Harper, 2014). Academic success of the student
veteran has increased with the rise of student veterans’ enrollment in higher education
institutions (Capps, 2011).
As the rate of veterans continues to be a part of the college community and the number of
students enrolling in higher education is expected to continue to rise, (Hamrick & Runman,
2013; McBain, Kim, Cook, & Snead, 2012), to levels not seen since the end of World War II
(Cook and Kim, 2009), institutions of higher learning must be ready to serve this population.
Since 1973, when the military draft ended, the United States has depended on an all-volunteer
military, and the educational benefits offered after completion of one’s military obligation stands
out as one of the major incentives for many who enlist. Yet, this incentive dates even further
back, the Serviceman’s Readjustment Act of 1944 (also known as the GI Bill), was enacted in
the waning days of World War II to provide veterans with benefits including home mortgages,
low interest business loans, health benefits, unemployment payments, disability, and educational
benefits (DVA, 2018). The GI Bill has gone through several revisions in the past 75 years, most
recently as the Veterans Educational Assistance Act of 2008, also known as the Post 9/11 GI Bill
of 2008, provides educational benefits for veterans of the most recent wars to attend post-
secondary educational and vocational training programs. More than 500,000 veterans and their
families received unprecedented financial support in the first year of benefits offered through the
Post 9/11 GI Bill. Educational benefits, under this new legislation, are available for the veteran
or can be transferred to a dependent. Many veterans and service members have used the benefit
to enroll in or, in some cases, return to higher education after their military obligation.
Department of Veterans Affairs data from 2013 shows an increase of 3,233,744 education
program beneficiaries between fiscal years 2008 and 2012 (DVA, 2013).

15
With the upswing of student veterans and the massive federal investment on their
education, it is imperative for the higher education community to heed their needs, distinctive
learning style, and unique challenges in order to better support their academic progress. Until
recently, there has been limited research on working with student veterans, in comparison to
extensive studies on other student groups (Barry, Whiteman, & Wadsworth, 2014). There is also
little research on the effectiveness of institution’s efforts, investments, policies, and initiatives in
supporting this group of students, as well as assessing their learning outcomes, including GPA,
retention, and graduation rates (Cate, 2014; Kim & Cole, 2013).
History of Veteran Educational Benefits
Prior to World War II, the United States government did not provide veterans with
specific educational benefits or readjustment opportunities. It is widely believed that the United
States, since its inception, has provided wide support to veterans of the conflicts prior to WWII.
Teipe (2002), mined data from pension applications of Revolutionary War veterans. The study
explores the pension program and argues that the veterans from the Revolutionary War were not
really respected. The Department of Veterans Affairs traces its origins to a law passed to assist
disabled soldiers of the Plymouth Colony after the hostilities between the colonist and the Pequot
Indians (VA History, 2018a). Prior to the US Civil War, in 1859, Congress approved legislation,
introduced by Justin Smith Morrill, a congressional representative from Vermont, which
proposed providing each state 60,000 acres of land and proceeds resulting from the sale of the
land were to be used to fund institutions of higher education (Casazza & Bauer, 2006).
While Congress passed the first Morrill Land Grant Act in 1859, the legislation was
vetoed by then-President James Buchanan (Casazza & Bauer, 2006). President Abraham
Lincoln, on July 2, 1862, signed the update legislation after provisions for the focus of

16
agriculture and mechanics were added to the institutions’ curriculums (Cross, 1999). In 1890, the
second Morrill Land Grant Act created institutions of higher learning specifically for Blacks.
The Morrill Land Grant Acts, with their focus on civil engineering, mining, military training
opened the opportunities to both white and African American students and played a major role in
an increased interest in military service (Thelin, 2004).
With Europe embroiled in war, President Woodrow Wilson signed the National Defense
Act (NDA) in 1916. The Act authorized the establishment of Reserve Officer Training Corps
(ROTC) and Junior Reserve Officer Training Corps (JROTC) programs in colleges and high
schools. Another provision in (NDA) gave the president the authority to federalize the National
Guard in times of national emergency. Federalization of the National Guard was used by
President George W. Bush in 2001, as the need to deploy service members during the escalation
of Operation Enduring Freedom and Operation Iraqi Freedom. NDA also directed the National
Research Academy to leverage physical sciences, mathematics, and biological academic
disciplines in support of defense (Wechsler, Goodchild, et al., 2007).
Both the Morrill Land Grant and the National Defense Acts established the relationship
between government and higher education. The US military increased from a force of 133,000
men and no heavy artillery pieces at the time of the war declaration in April 1917, to over 4 ½
million service members by the end of the war. At the end of World War I, the U.S. government
failed to prepare for over 4 million service members returning from overseas. In 1924, Congress
enacted legislation that would provide military veterans with a cash bonus for each day of their
military service during WWI (Chiodo 2010). In 1932, an estimated 15,000 men, with their
families made their way to the Washington, D.C., dubbed as the Bonus Expeditionary Force
(Dickson and Allen, 2004; Weaver, 1963), the group’s goal was to force the federal government

17
to immediately pay their bonus, which the 1924 legislation had set the payment date to 1945
(Daniels, 1971; Smith, 1987). The lack of preparation, benefits, and support created one of the
worst economic crises in history, which can be viewed as one of the reasons for the Great
Depression (Thelin, 2004).
History of the GI Bill
Prior to World War II, the notion of a veteran having educational or readjustment support
was nonexistent. The Civil War veterans mustered out of the Union Army and Confederate
soldiers were simply given furlough after the terms of surrender were signed at Appomattox
Court House and while officers were able to keep their horses, enlisted men returned home to
find themselves in poverty, with little or no government assistance (Kiester, 1994). Veterans of
World War I returned to find the country during an economic recession, with little opportunity of
employment, factors that eventually led to the Great Depression (Pitkin, 1969; Bannier, 2006;
Ford & Miller, 1995; U.S. Department of Veterans Affairs, 2010a). The lack of support from the
government provided to the WW I veterans was sustained by the decision of the Congress and
President Wilson to not make any provisions for returning soldiers to return to gainful
employment (Ford & Miller, 1995). WW I veterans were promised bonuses, based on their
services, as a result of the World War Adjustment Compensation Act of 1924. The Act, also
known as the Soldiers’ Bonus Act, passed as a result of an overridden veto of President Calvin
Coolidge. Veterans were awarded certificates that would not be redeemable until 1945, as a
result of the high unemployment at the beginning of Great Depression, a group of veterans,
whom the press referred to as the “Bonus Army,” descended on Washington, D.C. to demand
immediate payment of their certificates. Upwards of 40,000 veterans and their families were
cleared from all government property, at the direction of President Herbert Hoover. The Bonus

18
Army marchers and their families were driven out by force with the use of US Army infantry and
cavalry, commanded by Chief of Staff General Douglass MacArthur (Pitkin, 1969; Bennier,
2006; McBain, 2008; U.S. Department of Veterans Affairs, 2010b).
President Franklin D. Roosevelt, the president who signed the legislation providing
WWII veterans with assistance that is known as the G.I. Bill, was initially opposed to providing
veterans with assistance benefits. Legislation, in 1935, that would have had provided veterans
with bonuses was vetoed by President Roosevelt, his reasoning that the donning of a military
uniform did not entitle a citizen with special treatment. However, memories of the Bonus Army
demonstrations in Washington, D.C., post-World War II unemployment, and the possibility of
civil unrest, prompted the President and Congress to address the need of a legislative outlet, as
early as 1942 (Pitkin, 1969; Bannier, 2006; Fort & Miller, 1995; Thelin, 2004; U.S. Department
of Veterans Affairs, 2010a). Thelin (2004) describes concerns as being the re-adjustment to a
peacetime economy, from the wartime footing and averting civil unrest, resulting from
unemployed veterans, returning home to find low employment prospects.
GI Bill Progression since 1944
While the 1944 legislation is most remembered as the GI Bill, the legislation,
Servicemen’s Readjustment Act of 1944, provided a series of benefits that helped returning
veterans ease back into American society that included 52 weeks of unemployment benefits,
vocational retraining, zero percent home loans, business loans, the cornerstone of the legislation
was the educational component, which provided financial support to roughly 16 million veterans
as they returned from overseas service in 1944 and 1945 (Clark, 1998; Olson, 1974; Thelin,
2004). In the late 1940’s, the average student veteran was found to have lower high school
grades, college entrance test scores, and came from a slightly lower socioeconomic background

19
than their nonveteran peers (Serrow, 2004). However, because of their military service, despite
having lower entrance statistics, veterans arrived at college with a higher level of maturity and
discipline than their nonveteran classmates (Clark, 1998; Olson, 1974; Serrow, 2004).
Even though, the language used in the Servicemen’s Readjustment Act of 1944 was
gender and race neutral (Serrow, 2004), American society suffered with continued anti-Semitism
(Karabel, 2005), racial discrimination, and gender inequality. Although, the GI Bill was enacted
with neutral language to be equal, some individuals trying to use the GI Bill were marginalized
or excluded because of these societal problems. Written and sponsored by southern
congressmen, the GI Bill, aimed to support the separate-but-equal Jim Crow laws (Katznelson,
2005). The equal opportunity of African Americans (Serrow, 2004; Turner and Bound, 2003),
especially those in Southern states, were limited. Turner and Bound (2003) study of the effects of
the GI Bill and WWII on the educational outcomes of Black Americans, brings to light the
challenges faced by African American veterans:
For white men, the combination of World War II service and the availability of G.I.
benefits had substantial positive effects on collegiate attainment and these effects were
similar in magnitude for men born in different geographic regions. For black men, we
find that the effect of military service and the availability of the G.I. Bill differs markedly
between men born in the southern states and those born elsewhere, with the former
experiencing appreciably little gain in educational attainment in comparison to the latter
(p. 171).
The years that followed World War II, attention and support for student veterans became
increasingly positive (Olson, 1974), veterans of the Korean and Vietnam Wars did not enjoy the
same level of support and attention in society or higher education research. The Veterans

20
Readjustment Act of 1952, also known as the Korean GI Bill was passed to assist veterans of the
Korean Conflict (Bannier, 2006). Provisions under the Korean GI Bill were not as generous as
the original Bill of 1944. Korean War veterans returned home to diminished educational benefits
(Callagan, 2008; Edmondson, 2002). A considerable number of changes took effect with the
1952 Act, not only were veterans receiving a lower educational benefit, but new restrictions on
the choice of institution were emplaced (US Department of Veterans Affairs, 2010b). The
student veteran received a monthly lump sum of $110 (Callaghan, 2008), as their educational
benefit, which had to cover living expenses, tuition, and fees. The Korean GI Bill also cut down
on the number of months of support to 36, in contrast to the 48 months allowed under the
original GI Bill (US Department of Veterans Affairs, 2010a)
The provisions in the GI Bill’s educational benefits were again updated by the Veterans’
Readjustment Act of 1966, the Post-Vietnam Era Veterans’ Educational Assistance Act of 1977,
and the Veterans’ Educational Assistance Act of 1984 (U.S. Department of Veterans Affairs,
2010a). As the Vietnam War escalated during the 1960’s and the number of service members
deployed to South-East Asia increased, the Veterans’ Readjustment Act of 1966, provided for
educational benefits for veterans who had been on active duty for 180 consecutive days or more.
The entitlement of one month of educational assistance for each month of service was later
increased to one and one-half months for each month of service (US Department of Veterans
Affairs, nd), which help train 5.5 million veterans by 1980.
In 1973, as the war in Vietnam entered its 18
th
of 20 years of duration, the draft ended.
Established in 1940 by the federal government of the United States, the draft of men during
wartime and peacetime was done to fill vacancies in the United States Armed Forces (US
Department of Veterans Affairs, nd). As a result of not having a constant flow of manpower, the

21
US Armed Forces begin to depend on an all-volunteer force. The VA History in Brief, details the
initial shift in veteran benefit:
This change, depending upon volunteers to keep the military ranks filled, led to a
reexamination of the rationale behind veteran benefits. It was argued by some that
citizens who were drafted to serve in war were owed a greater debt by the nation than
those who volunteered during peacetime. According to this reasoning, there should be
greater focus on using veterans benefits to attract enlistees rather than compensate
veterans.
This shift in emphasis was reflected in the Post-Vietnam Era Veterans’ Educational
Assistance Act of 1977, which was established for persons entering military service after
December 31, 1976. This program, called VEAP, provided that any servicemember
could contribute up to $2,700 to an educational fund and that the federal government
would match the service member’s contribution with two dollars for each one
contributed.
Proponents of the measure argued that the program would attract more enlistees and
improve retention rates. However, initial participation in VEAP was low. And the
program was not inducing enough numbers to join nor to stay through the initial
enlistment (p. 22).
As one of the veterans who benefited from the Veterans Educational Assistance Program
(VEAP), my enlistment in 1984, allowed me to have a total of $13,100 available to pursue my
educational goals, once I completed my time in service. My contribution of $2,700 plus the US
Government’s match of $5,400, and at the time of enlistment the Department of Defense added
an additional $5,000 to the total amount, contributed to my undergraduate education. The

22
benefit’s entitlement of 36 months resulted in a monthly lump sum payment of $363, to be used
for tuition, books, fees, and living expenses. Part of the critique of VEAP was that
servicemembers were required to pay into the program during the time they earned the least, as
lower enlisted members (Callaghan, 2008).
The prolonged period of peace, with the exception of short period of conflict (Lebanon,
Grenada, Panama, the first Gulf War, Somalia, and Bosnia), that the United States has
experienced between the end of the Vietnam War and wars in Afghanistan and Iraq (Torreon,
2017), resulted in fundamental changes to the way the federal government viewed the provision
of veteran benefits. During peacetime, servicemembers were required to contribute to their
educational benefits. This idea of taking part in and contributing to the educational benefit came
to an end with the enactment of the Post 9/11 GI Bill, which entitles veterans serving after
September 10, 2001, full educational benefits, and more, without the need to share in the cost or
take part in contributing a set amount of dollars for future educational benefits.
Post 9/11 GI Bill
The Post 9/11 GI Bill of 2008, effective August 1, 2019, provides educational financial
support to honorably discharged veterans with at least 90 days of active duty service after
September 10, 2001, or for those veterans who served at least 30 days and were discharged as a
result of a service-connected disability (Department of Veterans Affairs, 2012). The 2008
version of the GI Bill provides veterans with full tuition and fees for in-state students, a monthly
housing allowance, and a yearly $1,000 stipend, prorated to the number of hours of enrollment
(Department of Veterans Affairs, 2012).
The most recent changes to the GI Bill were signed into law by President Donald Trump
in August 2017, the legislation officially known as the Harry W. Colmery Veterans Educational

23
Assistance Act of 2017, revised education and related benefits made available to veterans,
service members, dependents, and survivors (Library of Congress, 2019). The bill amends the
provisions to the Post 9/11 GI Bill of 2008 by removing restrictions on the number of years to
use the benefit, increases the assistance to reservist, guardsmen, dependents, and surviving
spouses and dependents, and expands opportunities for eligible personnel to gain extra benefits
in pursuit of STEM degrees (Library of Congress, 2019). By far, the latest enhancements to the
GI Bill have expanded opportunities of veterans, service members and their families.
Colleges and the GI Bill
One of the primary motivations for enlisting in the military is obtaining educational
benefits. The relationship between U.S. colleges and universities and military dates to the 1800s,
as sites for training citizen-soldier beyond those trained exclusively by the U.S. service
academies (Neiberg, 2000; Simth 1985). Military training at land-grant institutions was formally
codified by the Morrill Act of 1862 and the creation of the ROTC program, in 1916, resulted, in
part, to minimize expanding cadet enrollments at service academies (Neiberg, 2000). By the
1960s, however, most universities abandoned the ROTC programs. After 100 years since being
established by Congress, ROTC has programs in over 300 universities across the U.S., many of
the schools offer their program to nearby school that are unable to host their own programs,
adding to the number of campuses served by Army ROTC program that exceeds 1,000 (Lopez,
2016).
Veterans are also educated by colleges and universities. The G.I. Bill of 1944 provided
returning WWII veterans with the means and financial support to seek educational or technical
training. Of the 14 million eligible World War II veterans, an estimated 2 million used their G.I.
Bill benefits for postsecondary education by 1950 (Thelin, 2004). The G.I Bill led to broader

24
higher education access and expansion of services at colleges and universities (Shaw, 1947) and
increased the diversity in campuses (McDonagh, 1947).
Veteran Characteristics
Comparing Veterans and Nonveterans in College
In the decade after World War II, researchers began to examine veterans who were
pursuing higher education. The comparison of veterans and nonveterans as college students was
the topic of a Carnegie Corporation of New York funded study, Adjustment to College: A Study
of 10,000 Veteran and Nonveteran Students in Sixteen American Colleges. Published in 1950 and
authored by Norman Frederiksen and W. B. Schrader, the study analyzed predictors of academic
success (motivation, attitudes, worries, various aspects of college life, and background
characteristics) of students that in-turn would be beneficial for higher education administrators
(Frederiksen & Schrader, 1950).
While the study focused on the “influx of about one million veterans into American
colleges and universities at the close of World War II,” many of their findings can be applicable
to the veteran of today. Frederiksen, et al. (1951), explain that not only did college enrollment
increase, beyond the levels prior to the start of the war, but also noted that veterans brought
background experiences which often had no counterpart background of civilian students.
Veterans were older than their nonveteran fellow students, thus changing the make-up of the
student body. Economically, veterans were better off than nonveterans since the provisions of the
G.I. Bill of Rights helped with the decision to attend college and their choice of school, which
was less of a strain on family support than would usually be the case.

25
Post 9/11 Veterans
The operation tempo, during the wars in Afghanistan and Iraq, have been more intense
and prolonged for the U.S. military since the Vietnam war (Hosek, Kavanagh, & Miler, 2006).
Over two million service members have been deployed for Operations Enduring Freedom and
Iraqi Freedom (OEF/OIF) in Afghanistan and Iraq. It is estimated that over 800,000 service
members have deployed multiple times in support of OEF or OIF (Radford, 2009). The average
number of military discharges is estimated to be about 375,000 per month (Radford, 2009; Steele
et al., 2010). Transition, after a prolonged break from academic studies, as is the case for those
who decide to serve in the military, can be especially challenging for the adult learner
(Correyman, 2001; Dyanni, 1997). This typical transition can be applied to most student
veterans. Breaks in academic enrolment, due to the demands of their service commitment,
oftentimes require student veterans to readjust to the college environment. Changes in
curriculum requirements during the servicemembers’ military obligation, may require additional
coursework, or updates on academic skills.
Current student veterans, those who are identified as Post 9/11 veterans, make up a
different population than previous beneficiaries of military education assistance or G.I. Bill
recipients (Morreale, 2011). In the pursuit of higher education, challenges faced by today’s
student veterans include physical and psychological issues, social isolation, and financial
challenges (Hopkins, Herrmann, Wilson, Allen, & Malley, 2010). While the latest G.I. Bill
provides generous benefits, financial concerns continue to be an issue. As is the case for some of
today’s student veterans, the need for employment, while enrolled in school provides an
additional challenge. My own experience, while pursuing my undergraduate, and subsequent
graduate degree, consisted of working full-time and taking a full load of academic coursework.

26
Becoming a college student may represent a positive transition, but the challenges that come
with such a transition are often difficult, if not overwhelming.
Steel, Salcedo, and Coley (2010) examine the first-year implementation of the new G.I.
Bill, transfer of military training to academic credits, and student experiences transitioning from
military service. The study, “Service Members in School,” uses a variety of institution types
because of “evidence that GI Bill beneficiaries disproportionate attend public two-year
institutions and private for-profit institutions (Field, 2008; Sewall, 2010), and because of
evidence that public institutions—both two-year and four-year—are more likely to report having
programs designated for veterans (p.7). The report draws on data from focus groups and surveys
of student veterans. Results found that respondents, transitioning from the military, identified
multiple challenges when assuming the role of college student: relocation, adapting to life on
campus, meeting academic expectations, relating to fellow students, balancing academic and
other responsibilities, coping with service-related disabilities and post-traumatic stress disorder
(PTSD). Kazis, et al. (2007) found that challenges, like balancing work and family with
academic expectations, are common with many nontraditional college students who choose to
join the workforce before pursing higher education.
Student veterans, returning to higher education, often bring a broader understanding of
global issues to the classroom, along with a higher level of maturity related to their military
service (Byman, 2007) that educators can identify and understand. Early awareness of the
student veterans needs provides institutions the opportunities to develop programs and services
to minimize attrition and increase the chances of success (Byman, 2007).
In enrolling in post-secondary education, student veterans, experience a major change.
The campus culture is very different from the culture in the military and this adjustment tends to

27
be a major hurdle (Rumann, Rivera, & Hernandez, 2011). Creativity and individualism are
typically encouraged in a college environment (Rumann, et al., 2011) while the military structure
requires adherence to predetermined behavioral rules and conformity. The transition from a
highly structured environment to a less structured environment is often problematic and
institutions of higher learning must be prepared to help student veterans navigate this difficulty
(Bichrest, 2013).
For student veterans, the selection of an institution is an important choice because their
success at the institution hinges, not only on the student veterans, but the institution, as well
(Hermann, 2007, 2009). Murphy (2011) describes the higher education process as a “black box”
(p. 45) because the appearance of an institution’s structure, programs descriptions, and services,
to the outside world, may be viewed differently from the reality of how the institution’s
structure, programs, and services are internally. Most institutions, who enroll student veterans,
have an office of veteran services, which is usually the office that certifies the students’
attendance and enrollment. The Department of Veterans Affairs (DVA) maintains a robust
website that allows student veterans and dependents the ability to compare VA-approved
institutions and review pertinent information to select an educational program that will work best
(DVA, 2019a). The use of the G.I. Bill Comparison Tool and the guide to choosing a school,
“Factors to Consider When Choosing a School,” allow VA eligible beneficiaries to be fully
invested in the process of identifying a program and institution that will support the educational
objectives (DVA, 2019b). The VA’s guide, in its fifth edition, details steps to choosing a school,
types of degrees, types of schools, consideration on job prospects, financing an education, and
how well does a school support veterans (DVA, 2016b). The guide’s section on “How well does

28
the school support veterans? Does it have a dedicated program?” gives seven aspects to consider
when selecting a school:
• Campus and community support – a campus should have access to mental health, medical
and medical support, disability services, academic accommodations, and career services.
• A strong veteran voice – an administration that listens to and involves veterans.
• Central point of contact – in person assistance and assistance with navigating the
educational process, allows for the academic journey to be more manageable.
• Veteran specific space – a designated location for student veterans offers a dependable
and supportive environment. The academic environment fosters trust, support and
camaraderie.
• Expanded housing options – student veterans may have unique housing preference and
needs (pp. 7-8).

The guide also provides a warning about schools that claim to be “Military/Veteran Friendly (pp.
7-8).”

There are many post-secondary institutions that define themselves as veteran- or military-
friendly. The term, veteran-or military-friendly, is used to describe schools that are aware of the
needs of student veterans and are sensitive to military culture (Harmeyer, 2007). The
Department of Veteran Affairs does not assign or monitor the use of the term. As is the case
with many rankings, military friendly colleges can be found from a a variety of sources that
include US News and World Report, Military.com, Guide to Online Schools, US Veterans
Magazine. Most recently, a veteran-owned company, VIQTORY, registered and trademarked
the term Military Friendly® with a disclaimer of non-affiliation with nor property of the
Department of Defense or any other federal agency (MFS, 2019). Ratings produced by the
Military Friendly® site are based on a survey requested by the institution, which resulting
answers provide the rankings. While the term veteran- or military-friendly may signify that an
institution supports student veterans, the students should asses the institutions for indication of
being military-friendly.

29
An institution having a Reserve Officer Training Corp (ROTC) on campus, for example,
creates a more military-friendly environment (Herrmann, 2009). Griffin and Gilbert (2015)
describe a veteran-friendly school as one having staff and faculty with prior military service,
which would indicate that, at least some, personnel will be familiar with the challenges of
military life and support veterans and military families. For some student veterans, the selection
of an institution in often difficult because the selection needs to be made far in advance of the
actual date of matriculation (Vance & Miller, 2009). There is also the issue of geography,
depending on the location of the service member, selecting a prospective school that may be
located on the other side of the world, will create some difficulties. Accessing information on an
institution may be limited or the service member’s ability to access such information may be
limited because of the mission requirements (Strickley, 2009). For student veterans, the
selection of the appropriate school may be a difficult task and much different than it is for
traditional students.
Traditional / Non-Traditional Students
Adult learners, often referred as non-traditional students, have different perspectives on
college life and academics that the traditional college student (Schlossberg, Lynch, Chickering,
1989). Bean and Metzner (1985) define the non-traditional student as adults over 25 years of
age. Non-traditional student population research, originating in the 1970s, was primarily
dedicated to the characteristics that affect student adjustment (Adams & Corbett, 2010; Tinto,
1975; 2002). By properly managing their new and new different life role, non-traditional
students can be involved and adapt to college campus life (Ogren, 2003). The suggestion that the
student can assume, without internal struggle, these roles concurrently is posed by Adam and
Corbertt (2010). The authors also asserted that non-traditional students will choose personal life

30
over educational goals, whenever these situations come in conflict. Unlike traditional students,
non-traditional students often have work and family commitments that must be prioritized,
balanced, and negotiated daily (Adams & Corbertt, 2010; Ogren, 2003).
In order to achieve their planned goals, non-traditional students rely on emotional
support from friends and family (Solomon & Gordon, 1981). Adapting and engaging on campus
is often problematic and the institutions may not be aware of the disconnect. Baptista (2011)
noted that university dining facilities are not open during evening hours, offices of student
services and academic advising tend to operate during the weekdays, libraries, study halls, and
computer labs close before the end of the evening classes.
A report from the Rand Corporation, based on testimony before the Committees on
Veterans’ Affairs Subcommittee on Economic Opportunity, (Gonzalez et al., 2015) opined that
educational benefits continue to be an important reason in volunteering for military service.
RAND analyses show that over time, enlisted service members as just as likely to enroll in
college and obtain a degree as their civilian counterparts. Gonzalez et al. (2015), in their
testimony provide an accurate description of student veterans:
Service members or veteran college students, who delayed entry into higher education for
military service, may still pursue higher education, but may need more time to complete
their degrees and thus most resemble today’s “non-traditional” or “post-traditional”
American student population. Traditional college students are typically defined as
between the ages of 18 and 24 and enrolled in college for the first time and full time.
Non-traditional students differ from traditional students in ways that can slow or create
barriers to degree completion. Non-traditional students are older and more likely than
traditional students to attend college only part-time, to be married with dependents, to be

31
concurrently employed, and to face challenges in funding their education and living
expenses (Advisory Committee on Student Aid, 2012).
According to the American Council on Education, the average age of student veterans,
who begin their higher education after military service, is 25 (ACE, 2014). Traditional college
students are commonly described as 18-24 years old, attending college for the first time, and are
taking a full-time load of studies (Summelot, Green, & Parker, 2009). Student veterans, as non-
traditional students, are often balancing work and family obligations that conflict with being a
college student. McMurray (2007) further describes non-traditional students as part-time college
students, often married with children, employed full-time to provide for their family, and are
often challenged by financial issues that stem from their education and household needs. The
immediate surge of student veterans, after World War II, who enrolled in postsecondary
education using the benefits from the Serviceman’s Readjustment Act of 1944 (G.I. Bill), are
considered as the first non-traditional students (Sewell, 2000). Similarly, the recent surge of
student veterans who are using their Post 9/11 G.I Bill benefits to enroll in higher education, as
was the case after World War II, are also classified as non-traditional students (Baptista, 2011).
Student veterans, because of their experiences during their military service, sometimes have a
wider understanding of global issues, than do traditional students (Gilardi & Guglielmetti, 2011).
College Experience Impact Resulting from Veteran’s Military Experience
For many, the G.I. Bill dramatically reduced the cost of attending college (Bound &
Turner, 2002). The G.I. Bill, at the end of WWII, made college a viable option for men
belonging to wide range of demographic backgrounds, first-generations Americans, and those
from low-income households, accounting for about 70% of all male enrollments in the years
after V-J Day (Bound & Turner, 2002). Whereas, prior to WWII, most people would not had

32
gone beyond elementary or secondary school and the achievement of a high school diploma was
earned by less than 25 percent of the population. After all, access to a college education was
limited to the elite and colleges were known for discrimination with respect to sex, race, and
religion (Greenberg, 2004).
A study of World War II and Korean War G.I. Bill recipients, focused on the educational
attainment, looking at the college attendance of veterans in different economic classes (Stanley,
2003), concluded the benefits increased the years of post-secondary educational attainment for
men born between 1921 and 1933 by about fifteen to twenty percent. Access to higher education
for those in the middle and upper middle class was better than those of the working class
(Stanley, 2003).
Conceptual Framework and Approaches Used in Study
In Chapter One, the stated theoretical frameworks for this research study was supported by
the application of Phillips & Lincoln (2017) Veteran Critical Theory (VCT) and Schlossberg’s
Theory of Adult Transition (1981). Veteran Critical Theory challenges the current established
norms of institutions of higher learning and suggest ways to change and understand, respect, and
better serve student veterans (Phillips & Lincoln, 2017). Schlossberg et al. (1995) describes a
transition as any event or non-event that results in changes in the individual’s relationships,
routines, assumptions, and roles. Schlossberg (1981) introduced the 4S model (situation, self,
support, and strategies) to “identify the potential resources someone possesses to cope with the
transition” (p. 16).
Veteran Critical Theory
Phillips and Lincoln (2017) introduced Veteran Critical Theory (VCT) (2017) as a new
research model to change institutions of higher learning, their programming and challenge the

33
conventional models to better understand, respect and serve student veterans. VCT (2017)
attempts to move away from the model of research that often focuses on deficits or limitations of
a population, which is often the case in student veteran research, where student veterans are
sometimes viewed as broken, unstable or unable to integrate with society. VCT (2017) provides
11 tenets of the theory with a description of each tenet, its critical parent, and a summary how the
tenet plays out in the field of higher education. Future research in student veterans may apply or
bundle the tenets into applicable work to advance research of student veterans and military
families.
Phillips and Lincoln (2017) tenets are:
1. Structures, policies and processes privilege civilians over veterans:
VCT argues, with support from feminist theory, which recognizes we live in a male-
dominated and male-privileged world; disability studies, that recognize how the ‘abled’ are
privileged; and how queer theory questions the privilege of heterosexuality, that society
recognize the innate privilege of being civilian. VCT claims, as the first part of recognizing
civilian privilege in higher education, the recognition that higher education is a civilian
structure. While some institutions of higher learning are connected with the military and
many institutions have a military history, today’s universities, colleges, trade schools, and
community colleges are led by civilians, taught by civilians, and operated with a traditional-
aged civilian student in mind.
2. Veterans experience various forms of oppression and marginalization including
microaggressions:
The second tenet is guided by the work of Sue (2010) where the exploration of
microaggressions or the perception of microaggressions experienced by Black

34
undergraduates, Asian-Americans, LGBTQ people, those with disabilities, members of
the Latinx community, and religious groups. Any single demographic that is not part of
the ‘normal’ or majority demographic is vulnerable to microaggressions. VCT (2017)
recognizes four themes in which microaggressions can be experienced by student
veterans 1). Privacy denial, (institutions’ have free access to a student veteran’s story.
2). Spread effect, (assumption that one disability implies multiple disabilities with a
student veteran. 3). Secondary gain, (the emotional or social gain obtained with treating
someone with a disability, or perceived disability, with respect, and 4). Helplessness,
(the assumption that student veterans are in continual need of help or assistance.
3. Veterans are victims of deficit thinking in higher education:
“The critique of deficit thinking has been adapted by disability studies and critical race
theory” (VCT, 2017). In the case of student veterans, however, deficits or perceived
deficits are attributed to the student veterans, when the perceived deficits are likely
caused by the structures in higher education, which are often civilian-oriented.
4. Veterans occupy a third space on the border of multiple conflicting and interacting
power structures, languages, and systems:
VCT (2017), borrows from Anzaldua (1987) border theory. Student veterans are no
longer fully military or fully civilian but must often navigate both worlds. VCT (2017)
recognizes a third space (Anzaldua, 1987) where student veterans are students, veterans
and unique mesh of the two identities. “This third space does not preclude student
veterans from operating by the rules of and living within the accepted practices of
military or civilian spaces” (VCT, 2017). It is often the case, that many student veterans

35
will navigate the different cultures in an effort to gain power, privilege, or prestige that
each culture may have.
5. VCT values narratives and counternarratives of veterans:
The voice of the marginalized is heard in many critical theories. Voice has the potential
to clarify, not only the experiences of the marginalized group in question, but also
provide a counternarrative to assumed experiences of the marginalized group (VCT,
2017). Student veterans that are considered to be fully integrated into higher education
or the civilian world, may be quietly suffering.
6. Veterans experience multiple identities at once:
A member of one group may identify as a member of many other interconnected groups.
VCT (2017) and other critical theories recognize that as student veterans are diverse in
age, gender, sexual orientation, service component, rank, and class, many student
veterans experience multiple identities at once. Being labeled as only a veteran, fails to
identify the different identities a person carries.
7. Veterans are constructed (written) by civilians, often as deviant characters:
“VCT sees much of what is ‘known’ about veterans as written by a civilian pen and
subsequently questions the authority of the author” (Phillips & Lincoln, 2017). This
tenet, VCT (2017), does not presume that civilians cannot research or write about
veterans. Rather, this tenet, acknowledges that veterans are being written about,
described. In a higher education environment, media treatment often tells veterans who
they are. In the same way, media (and some scholarship) tells higher education
administration, faculty, staff and students who, and more often what, veterans are. Thus,

36
student veterans become either caricatures of civilian assumptions or characters in a
civilian story (VCT, 2017).
8. Veterans are more appropriately positioned to inform policy and practice regarding
veterans:
According to VCT (2017), the eighth tenet argues that veterans are more appropriately
positioned to inform policy concerning their own population. VCT (2017), however,
recognizes that veterans may not always be involved in creation of policy that affects
their population, it does make a strong argument for their inclusion in those issues.
9. Some services advertised to serve veterans are ultimately serving civilian interests:
Using Bell’s (1980) idea of interest convergence, VCT (2017) argues that many of the
services available to student veterans are created to a potential consumer, rather than
actually serving the student veteran needs and interests. For example, student veteran
organization, classes, and even housing can be seen as a way for institutions to segregate
civilians and veterans for the comfort of civilians. While the benefit exists in having
veteran-specific orientations, classes, cohorts, learning communities, resource centers,
and even housing, it is crucial to consider who is benefiting and how. In most cases,
services offered seem to injure veterans (VCT, 2017).
10. Veterans cannot be essentialized:
In the same way feminist studies makes the claim that women are unknowable (Butler,
1990), VCT (2010) argues that veterans are unknowable. “This tenet recognizes the
broad spectrum of veterans (student veterans in particular) and challenges the act of
essentializing or developing blanket policies, procedures, and programs, specifically
those constructed by civilian assumption, fear or reaction (VCT, 2010).

37
11. Veteran culture is built on a culture of respect, honor, and trust:
This final tenet recognizes that veterans’ socially learned values of respect, honor, and
trust are often assaulted in civilian spaces. The tenet further recognizes how the actions
of civilian-run institutions in civilian dominated (and privileged) spaces can often run
counter to the foundational characteristics of student veteran’s relationship with their
institutions (VCT, 2010).
Student veterans, in dealing with the challenges of transitioning from military service to
higher education, underwent the 4 S’s of Schlossberg’s Adult Transition Theory (Anderson &
Goodman, 2014). The theory defined adult transitions and identified ways to cope with the
difficulties that arise from adult transitions (Anderson et al., 2014). Schlossberg’s 4 S’s
(Situation, Self, Support, and Strategies), provide a map for people in transition that enables them
to navigate the transition by taking stock of the situation and available resources (Ford &
Vignare, 2015).
Schlossberg’s Adult Transition Theory
The focus of Schlossberg’s transition theory is the transitional process to higher
education of the non-traditional student (Schlossberg, Waters, & Goodman, 1995). Transitions
can be anticipated or unanticipated; an event or nonevent, if one’s life is altered as described in
Schlossberg (1984) Adult Transition Theory. An anticipated even for someone in the military
might be choosing to retire after 20 years of service or ending his/her time in service at the
completion of the enlistment. An unanticipated event might be the unit’s preparation and receipt
of deployment orders. For those in the military, an anticipated nonevent might be the
expectation of a deployment, but not receiving orders for the deployment and an unanticipated
event might be receiving orders for a permanent change of duty station, which are later

38
rescinded. In their study, DiRamio, et al. (2008) adapted Schlossberg, et al. (1989; 1997)
“Moving In, Moving Through, Moving Out” (p 80) model to examine student veterans transition
process. Their findings described the difficulties faced by student veterans during their transition
out of the military. DiRamio, et al. (2008) adapted model focuses on how individuals’ (in the
DiRamio study the focus was student veterans), experience changes about themselves, their
environment, and their relationships, just as was the case with Schlossberg, et al. (1989; 1997).
The most significant issue emerging from DiRamio, et al.’s (2008) study, replicating the
Schlossberg model, is the student veteran’s inability to connect with the institution and peers.
Veterans report of a “socialization strategy” (p. 88) described as “blending in” (p. 88), whereby
veterans maintain a low profile and not draw attention to themselves. These strategies, in some
cases, are more evident with veterans enrolled in political and social science coursework, which
may challenge their comfort and exasperate feelings of not belonging (DiRamio et al., 2008;
Livingston, 2009; Livingston et al., 2013).
My own transition from military service to enrolling in a community college was, in
some ways, like the many experienced by the current group of veterans. While my transition
took place in the late 1980s, and the U.S. was at peace, arrival at a community college then, was
different than it is today. The availability of services, such as veteran resource centers, veteran
housing, priority registration, academic and financial aid counseling, and Post 9/11 GI Bill, were
non-existent. As a 25-year-old freshman, my enrollment in a California community college was
a starting point for my educational pursuit. Not knowing how coursework requirements were
met and not seeking any advice from an academic counselor, in the four semesters spent at the
community college, I enrolled in ENG 101, ENG 102, ENG 103. Similarly, my enrollment in
HIST 150, HIST 151, and HIST 152 shows my inability to grasp the understanding of course

39
requirements. Clearly, had I sought assistance and not followed my military instincts – take
coursework in order – I would have not duplicated coursework that would eventually not be
transferable to a four-year university. Thus, in the end, after spending two years at a community
college, I graduated with a Bachelor of Arts degree in English, four and a half years later. My
total time spent in pursuit of an undergraduate degree totaled six-and-a-half years.
Transitions: Moving In, Moving Through, Moving Out Model
Transitions can be best explored by using a model developed by Schlossberg, Lynch, and
Chickering (1989). The Moving In, Moving Through, Moving Out model examines adult
transitions and their corresponding coping mechanism. This model can also be used to examine
some of transitions that student veterans experience upon entering the classroom and may also
help to highlight some of the recurring issues as they move from the military through higher
education.
As defined by Goodman, Schlossberg, and Anderson (1997), transitions are “any event
or nonevent, that results in changed relationships, routines, assumptions and roles” (p. 33).
People in transition can sometimes be preoccupied and a little confused (Sargent & Schlossberg,
1988), which may be understandable, considering that transitions often lead to life altering
experiences (DiRamio, Ackerman, & Mitchell, 2008).
While experiencing each of these phases, individuals tend to evaluate the transition,
resolve the effect of the transition, whether positive or negative, and determine what resources
are available to manage the change. Schlossberg et al. (1989) suggest that the type of self-
evaluation allows the individual to consider the strengths and weaknesses based on personal and
psychological factors, available social support, and the individual’s coping strategies used to
modify the situation, control the transition, and be aware of the stress caused by the transition.

40
Encountering Transitions: The Four S’s. Transition studies – loss of a job, geographic
move, or as student veterans experience, leaving the military and returning to civilian life or
enrolling in college — often show that people rely on a combination of strengths and weaknesses
during each transition. The process of figuring out the resources does two things: first, the
individual will identify whether he or she has the capability to transition successfully; and
second, the individual will identify areas of weaknesses that may need strengthening (Sargent &
Schlossberg, 1988).
The basic idea of mastering change includes taking charge and taking stock of the
situation (Sargent & Schlossberg, 1988). To cope with transitions, individuals must
acknowledge the four S’s. The first three help adults take stock, while the last one helps the
individual take charge. Sargent & Schlossberg (1988) described the four S model as:
Situation. Type of transition. Is the transition positive, negative; expected, unexpected;
desired or dreaded; happening at the worst or best time; voluntary or mandatory? Is the
individual at the beginning, middle or end of the transition?
Self. What kind of assets or deficiencies does the individual bring to the transition? What
is the individual’s prior experience with similar transitions? Is the individual aware of options?
Is the individual optimistic and able to handle the situation?
Support. People in the individual’s life who are likely to help – or hinder – the
individual’s success through the transition. Does the individual have family, friends, co-workers,
and supervisor support? How do these people provide support? How do these people influence
the person’s effort to change?
Once the individual processes the first three S’s, the next step is to take charge.

41
Strategies for coping. Individuals establish a plan of action for identifying strengths and
skills to cope with transition. Does the individual use a variety of strategies to cope with the
transition, or just one? Is the individual able to adjust to changing situations, or manage
reactions to stress?
Significant Studies. Two qualitative studies based on interviews with currently enrolled student
veterans of the Iraqi/Afghanistan conflict are often cited as two of the first studies to look at the
difficulties faced by student veterans. In both studies, the participants share their transition
experiences from military to school and discuss the experiences during military service and
deployments.
The DiRamio, et all. study (2008) consisted of veterans from various branches of
service, ages ranged from 20-34 of both genders and numbered 25 student veterans. The sample
for the multi-campus study derived from three universities from the northern, southern, and
western region of the United States (DiRamio et al., 2008).
The other study, Zinger & Cohen (2010) interviewed 10 student veterans who met
similar criteria as the other study. While the sample sizes of both studies are relatively small, the
testimonies from the participants allow for the identification of certain key themes and provide
insights into the journey faced by student veterans as they enroll into college.
Moving into the Military
This phase, as discussed in Chapter 1, the first difficult transition faced by those who
choose to serve, moves the civilian to become a member of the armed forces. Moore (2017)
describes the process as being where civilians learn to become soldiers and recruits, through
military teachings, shed their self-definition as civilians to identify as members of the military
corps.

42
This phase, transitioning in, will be repeated as the military member transitions into both
society and college. Some themes for this phase, found in the DiRamio et al. (2008) and Zinger
& Cohen (2010), include: why join? And integrating into the military culture. The experiences,
at this stage of transition, are the start of many others, which are often part of a long journey for
student veterans.
Motivations for Joining. Insights into the goals of this population can be found in the
reasons why the individual decided to serve. DiRamio et al. (2008) identified, the terrorist
attacks of September 11, 2001, as a motivating factor, even though the participants were
adolescents when the event took place, the attacks appeared to influence them, motivating them
to express their patriotism by joining th military. The study identified other reasons: family
history of military service, economic reasons, and obtaining educational benefits (DiRamio et al.,
2008).
My own motivation for joining was the prospect of having educational benefits ready
when I finished my term of service. While my parents often spoke of the importance of
education and told me I needed to go to school, they were not ever able to, or inclined, into
having a “college fund” or contributing to the cost of my education.
Moving Through the Military
When an individual moves though an experience or event, the individual is adjusting to a
new environment and may be acclimating. Goodman et al. (1997) suggests that individuals,
while moving through a transition an individual should let go of aspects of self, let go of former
roles, and learn the new roles. Deployments, combat duty, change of duty station can be
considered examples of experiences that student veterans have gone through.

43
Deployments. A Rand Corporation report from 2013 details that since 2001, 2.77
million service members have served in Afghanistan and Iraq. Many service members have
deployed more than once (Tan, 2009). The number of deployments abroad, a key aspect of U.S.
military service, during the same time of 2001-2013 is quantified as 5.4 million deployments
across the world (Rand, 2013). Deployments are highly disruptive to family life and the
possibility to deploy to combat zones, leaving family and friends behind, and often faced with
harsh conditions while serving in Iraq or Afghanistan. Considering that the experiences while on
deployment, many of whom were under 30 years old, on average, over half were married, and
about half had children (Rand, 2013), are often taxing for the both the service member and their
family, the lasting impact on this population can multiply.
Combat duty. Duty in a combat zone may be one of the most difficult experiences faced
by military members. For the 2.77 million plus that have served during the Iraqi and Afghanistan
wars, experiencing the hardships of combat can be an additional challenge. A participant in the
DiRamio et al (2008) study described the experience of enemy indirect fire into the American
camp, just 48 hours after arriving in country.
There are other combat related experiences during deployment in a combat zone beyond
receiving indirect fire (mortars or rockets). While on patrol, what is commonly described as
being “outside the wire” or away from base, the dangers of direct fire (small arms fire),
improvised explosive devices (IEDs), and roadside bombs are very real. These patrols that
service members must perform can be either un-mounted (on-foot) or mounted (as part of a
convoy or motorized patrol). Other experiences may include taking part in a firefight and
witnessing death, seeing a friend be injured or being wounded. Service members must navigate

44
a myriad of experiences that in the end can directly impact the transitional journey into the
classroom.
Change of duty station. There are other life changing experiences that a service
member may have to face, either in peacetime or wartime service. For most service members,
who serve beyond their initial enlistment, a change of duty station (relocation) is a common
disruption in the life service member and their families. The service member serves at the needs
of their respective service branch and are often moved from place to place or may sometimes
find themselves at a point when the Department of Defense is looking to downsize. These types
of experiences are unique to service members.
Moving Out of the Military
Moving out of the military, whether by choice or otherwise, is a phase that is marked with
a wide range of challenges that may directly impact student veterans as they transition back into
society and school. During the moving our process individuals may experience feelings of grief
(Goodman et al., 1997). For me, this phase tested my willingness to truly make a choice. Upon
my discharge from the Army, I found myself yearning to return to the military because, while in
the military I did not have to make any choices, my daily life was structured and planned out:
from wake-up, meals, training, and bedtime.
Separating from the military can happen in many ways. For most service members, they
leave the service upon completion of their initial contract of two to four-years (depending on the
branch of service) with an honorable discharge. Many, like me, never intended to pursue a
military career and are happy with serving one enlistment term. Others, after serving multiple
enlistments, may decide to pursue a different path outside the military. There are those,
however, that after sustaining combat-related injuries may receive a medical discharge, which

45
also has honorable status. A very small group of individuals, usually during initial basic training,
find that military life is not for them and have a difficult time adjusting or adapting to military
lifestyle who are released with a general discharge. Others, due to misconduct or criminal
activity will be released from service with a bad conduct or dishonorable discharge.
The process of transitioning out can be both stressful and exciting for individuals, as they
prepare for the changes in their lives. Goodman et al. (1997) mentioned a process of mourning
and desiring for the old ways when moving out, even if the transition is voluntary. The process is
further complicated with feelings of ambivalence and losing friends.
Challenges of Moving into Society
At this stage of transition, the cycle of Moving In, Moving Through, and Moving Out
repeats itself as the individual begins to integrate into society and, subsequently, into college.
Returning home. One of the biggest challenges for veterans transitioning out of the
military is the journey back home. While returning home may be viewed as the first step to re-
integrate into society, the experience is often filled with mixed emotions and uncertainty.
Veterans find themselves feeling disconnected or misunderstood by friends and family, as well
as society at large (Bowling & Sherman, 2008). A feeling of being outsiders in their
communities, not being able to relate to family or friends, and feeling like they do not fit is
described by returning service members (Bowling & Sherman, 2008). Returning service
members also describe their mission in Iraq and Afghanistan as being an important stage in their
life and their re-integration into the daily routines at home are difficult (Bowling & Sherman,
2008).
Social relations. Service members, because of the individual nature of their service,
often face a wide range of obstacles, inability to relate to others is one, which hinder a smooth

46
transition. Combat veterans, especially, may find transition equally difficult (Zinger & Cohen,
2010). Participants in Zinger & Cohen’s (2010) study related that they considered returning to
Iraq, where a sense of brotherhood and mutual understanding existed, after enduring strained or
terminated relationships during their transition.
Service members’ experience frustrations of re-integrating into society, may often think
of, as I did, how simple life was while in the military. Choosing what to wear on a day-to-day
basis, trying to learn the newfound responsibilities (paying rent, buying groceries, paying
utilities), and manage daily life, can be difficult obstacle to navigate through (Doyle & Peterson,
2005). Zinger & Cohen (2010) relate the story of a participant who, struggling with adjusting to
civilian life, says:
For a short time after I came back, I thought of going back to Iraq again because I
couldn’t handle civilian life. There was no structure, no one telling you what to do,
where to go. I felt lost. I don’t feel normal. I still feel like a soldier. (p. 45)
Moving into College – Challenges
This next section will describe a wide range of obstacles that await student veterans as
they transition out of the military and into college. Both student veterans and non-veterans, who
decide to begin or return to college, encounter many common obstacles in adjusting to a new
environment. Student veterans, however, face challenges that are specific to their status as
veterans and experiences in the military.
Establishing a connection with peers. While the age of many student veterans may not
be much different than other students, student veterans often have a significant level of maturity,
different perspectives, a much wider worldview resulting from their military/combat experiences
(DiRamio et al., 2008). The slight differences between traditional students and student veterans

47
make it somewhat difficult for student veterans to connect with their new peers. DiRamio et al.
(2008) described a student veteran’s response: “I’ve just seen so much more than most of the
college students here. I’ve traveled around the world. I’ve been given so much more
responsibilities and leadership. I feel that it’s helped out quite a bit” (p. 87).
Impatience and irritation with the new peers, because of different views or experiences,
can add to the divide between student veterans and traditional students. A participant in
DiRamio et al. (2008), expressed his frustration:
Most student’s kind of whine over nothing. They don’t really know what it is to have a
hard time…They sit in a sheltered dorm room and do homework. It’s not too hard. You
hear people complaining and you’re just like, why are you complaining? (p. 87).
On the one hand, the student veterans’ frustration towards their newfound peers may
elicit feelings of anger and resentment and student veterans may rationalize it as students
"whin[ing]” or being “sheltered,” but student veterans must realize that the choice to serve and
have superiors yell at you, or place their college education on hold was theirs, and their alone.
Blending in. Most student veterans voice a desire to connect with their peers, others may
establish veteran organizations or join fraternities and still others may take on the approach of
being quiet and neutral in class, a theme known as blending in (DiRamio et al., 2008). Being
identified as a veteran may raise uncomfortable reactions and elicit questions from peers, as one
participant of the DiRamio et al. (2008) study said: “They always end up asking me whether I
killed somebody over there or not. That’s a question I don’t like people asking me, but of course,
my answer is ‘no.’ And I probably wouldn’t tell them if I did” (p.88).
Faculty. Connecting with peers is one challenge for student veterans, but the interactions
with faculty is another obstacle that many student veterans need to navigate during their

48
transition into higher education. Some student veterans are not comfortable being called upon in
the classroom due to their service experience. There may be some faculty members that often
insist on posing questions that could make the student veteran, who is attempting to blend in, feel
uncomfortable. One participant of the DiRamio et al. (2008) study stated:
I had a professor in journalism class. He kept pushing me for information and some sort
of insight as to my experiences in the military and he was just annoying. I just wanted
him to shut up because that was gone and that’s a different life. For me that was
annoying. I just kind of got to the point of dreading going to the class (p. 88).
Insensitive or negative comments made by students and faculty may lead student veterans
to withdraw from school. One veteran, taking part in the Persky & Oliver (2011) study
explained: “It’s hard to walk into a classroom. Many student [veterans] just quit after being so
happy to come back [to school]. Teasing and peer pressure drive them away” (p. 116).
Institutions of higher learning are often seen as places where the political landscape leans
to the left. In a recent study, Langbert (2018) uses a sample of 8,688 tenure track Ph.D. holding
professors, from fifty-one of the sixty-six top ranked liberal colleges, and found that 5,197, or
59.8 percent, were registered either Republican or Democrat. The ratio across the sample
constituted a mean Democratic-to-Republican ratio of (D:R) 10.4:1. If his sample excludes two
of the military academies, the D:R ratio climbs up to 12.7:1. Zinger & Cohen (2010) explored
this issue, resulting in the following response:
My history professor brought up the topic of the Iraqi war in class and voiced his strong
opinions against the war and the administration throughout the semester. [He] tried to get
me to speak out against the war and the Bush administration, knowing that I am a
veteran. There was another student in the class who was an Iraqi veteran. The professor

49
tried to pit us two veterans against each other. At one point, the professor asked me in
front of the class if I was violent. Afterward, other students in the class made insensitive
comments stating that they didn’t care about what happened in Iraq. People have a lack
of respect for what veterans have gone through (p.45).
While the example above may be an exception, there are instances where inappropriate
comments or anti-military sentiments are made. In my own experience, a senior faculty member
of a California State University Chicano Studies department made some rather crude comments
of then-President of the United States Ronald Reagan. During class discussion, the professor
described the president as a “fool,” unqualified, and used a derogatory word to personify the
president. Since I had served in the mid-1980s and Ronald Reagan was my Commander-in-
Chief, I took great offense at the use of such vulgar language to refer to the president. For the
most part, however, faculty are most often helpful, encouraging, and supportive. Student
veterans need to be aware, though, that there may be cases when it is best to just listen and not
react.
Campus veterans’ office. Most colleges and universities have an office that is
designated as the place where veterans will need to visit to be certified while attending. The
difficulties faced by these offices, at times, is that student veterans are under the impression that
these offices provide additional services, beyond certification.
Financial. The millions of veterans and thousands of spouses and dependent children
using veterans’ educational benefits at colleges and universities often face veteran-specific
aggravations such as Veterans Administration delays and confusing paperwork. Financial issues
around higher education, meanwhile, may depend on the type of college a veteran chooses. In a
2012 study, Wurster, Rinaldi, Woods, and Liu found that while the costs of attending college are

50
increasing – tuition costs rose 683% at public colleges and universities between 1980 and 2005 –
there are programs in place that aim to help veterans achieve their higher education goals without
worrying about expenses. The Department of Veterans Affairs currently administers six
educational programs for veterans, service members, and dependents. For most beneficiaries, the
Post 9/11 GI Bill is the best option, but since there are other factors that determine eligibility and
a decision to apply for certain benefits may impact other educational benefits, the VA
Comparison Tool/Payment Rates site is a good starting point (Department of Veterans Affairs,
2015c). Most public and private institutions of higher learning are making strides to assist
military service members and veterans, with the Post 9/11 GI Bill and the Yellow Ribbon
program covering most of the cost of a veteran’s college education. In 2014, my review of the
sixty-two members of the Association of American Universities (AAU), showed that only eight
members did not participate in the Yellow Ribbon Program. The Post 9/11 GI Bill will pay all
resident tuition and fees for public schools, the lower of the actual tuition and fees, or the
national maximum for a private school per academic year. Degree Granting Institutions may
choose to take part in the Yellow Ribbon Program by entering into an agreement with the VA
and contribute a set amount to the veterans’ fees and tuition. The VA matches the amount and
issues monies directly to the institution (Department of Veterans Affairs, 2015d). As early as
2012, however, literature begins to address the need to set a baseline for understanding where
colleges are in measuring “soldier-to-student-success” (Fain, 2012). In a very recent report on
military-connected undergraduates Molina & Morse (2015) explain that national-level data
sources exist through the U.S. Department of Education’s National Center for Education
Statistics (NCES). These large datasets that could yield important information on military-
connected undergraduates are inaccessible to researchers. Most notably they argue that data

51
collected by the Department of Defense and the Department of Veterans Affairs on National
Guard members, reservists, active duty personnel, veterans, and their dependents that use
DoD/VA educational benefits, including data on the demographic and socioeconomic
backgrounds can provide a wealth of information for researchers. It is fair to say that most
institutions are making a concerted effort to better understand and serve service members and
veterans, (NASPA, 2013).
“They carried all the emotional baggage of men who might die” (O’Brien, 2009, p. 20).

Disability Accommodations in Higher Education
Related to the difficulties with transitioning from military to higher education, student
veterans often encounter other obstacles (Tinoco, 2014). In their study, Durdella & Kim, (2012),
found that student veterans often struggle with relearning critical thinking skills and the
expectations of academic work. Moreover, most of the difficulties endured by student veterans
were often a result of their military service, whether, the injuries or difficulties identified after
leaving the service, were a result of combat service (Parks & Walker, 2014).
Mental Health Concerns
Compared to nonveteran students, student veterans experience a longer period of
adjustment, and, as a group, experience alarming rates of mental health issues (Rudd, Goulding,
& Bryan, 2011; Wood, 2012). As many as 35 percent of the over 2 million troops who have
served in Iraq and Afghanistan may be experiencing symptoms of Post-Traumatic Stress
Disorder (PTSD) (CAP, 2010; DVA, 2016). Moreover, the Defense and Veterans Brain Injury
Center, (DVBIC) is the Defense Department’s office responsible for tracking traumatic brain
injury (TBI) data in the US military and maintains a web page where annual and quarterly
reports are found with the number of active duty service members – anywhere U.S. forces are

52
located – with a first-time diagnosis of TBI since 2000 (DVBIC, 2019). As of 2008 Q1, there
has been a total of 383,947 service members who have sustained TBI injuries during their
military service, since DVBIC began tracking the injuries in the year 2000, and with continuing
military engagement throughout the world, the number is almost guaranteed to rise (DVBIC,
2019). While women veterans are also likely to suffer from PTSD, just as men do, the diagnosis
for women tends to be depression or anxiety, rather than PTSD (Baechtold & De Sawal, 2009).
Female veterans find the Department of Veterans Affairs lacking the services, or unable to
provide the necessary care, particularly for mental health issues, such as PTSD, and for military
sexual trauma (Thorpe, 2015).
The rates of mental health and interpersonal difficulties for veterans returning from
deployments or transitioning out of the military have also shown an increased suicide risk for
veterans. In its latest report, VA National Suicide Data Report 2005-2016, the VA’s Office of
Mental Health and Suicide Prevention found that from 2008-2016, there were more than 6,000
veteran suicides each year and the suicide rate for veterans ages 18-34 increased from 40.4
deaths per 100,000 population in 2015 to 45 suicide deaths per 100,000 population in 2016
(DVA, 2018). The VA has developed the National Strategy for Preventing Veteran Suicide that
provides a framework to identify priorities, organize efforts, and contribute to the national focus
on veteran suicide prevention with two key themes of strategy: collaboration and urgency (DVA,
2018). While reducing the average of 20 veteran suicides a day (DVA, 2016) is a crucial
national initiative, it is of equal importance for institutions of higher learning to be staffed with
professionals possessing the abilities to help student veterans suffering from the unseen
disabilities, such as PTSD, TBI, or suicide ideation.

53
Military Veteran Transition
Research of student veteran’s transition and assimilation to college and
universities continues. After World War II, Frederiksen and Schrader (1950) established a
relationship between student veteran status and academic achievement. The study reinforced the
need to identify student veterans as a new group and suggested that institutions develop
programs and services to better enable their assimilation (Kennedy & Ishler, 2008).
Students and academic institutions maintain a rather unique relationship, the institutions
must offer opportunities and services, but the students must take advantage of the various
programs offered in order to experience a successful transition (Pascarella & Terezini, 2005).
For student veterans, navigating the two cultures of the military and the academy, while posing a
variety of challenges, must result in the student veterans acculturation to the life beyond the
military. According to Bateson (1972), individuals experience significant personal growth,
acculturation, when diverse cultural norms of behavior converge. Acculturation is defined as the
“social process that occurs in a context in which newcomers and members of the host culture are
in dynamic contact with each other” (Padila & Perez, 2003, p. 45). Successfully navigating the
different stages of life, Covert (2002), recognized that individuals must be able to assimilate
from one group to another. For student veterans, knowing what to expect and understanding
what is in store will demystify the transition and most likely enrich life outcomes (Bichrest,
2013). In order to experience a smooth transition to higher education, service members must
clearly understand the transitional phases of moving in, moving through, and moving out
(Ackermann et al., 2008).
Murt (2006) found that student veterans, accustomed to highly structured organizations
with specific hierarchies and protocols, would find the more relaxed college environment

54
difficult to adjust. Student veterans, when relating to their classmates, may find frustration and
irritation because of the differences and unique needs (DiRamio et al., 2008). In the same study,
however, DiRamio et al. (2008) noted that some student veterans expressed interest in
connecting with other veterans on campus, and other student veterans expressed an interest in
veteran student organizations on campus. Student veterans seek contact with other veterans or
military personnel to support making a successful transition to college (Rumann & Hamrick,
2009). In another study, Rumann and Hamrick (2010) found that student veterans attending
college with members of their unit reported comfort and a sense of ease in the social aspect of
transition.
The most recent research has shown that student veterans seek out others with similar
experiences, which enables a more manageable transition to higher education. Feeling like an
outsider, the student veteran, partly because of age, different life experiences, family
responsibilities, or disabilities, can be an obstacle to relating with other students (Rumann &
Hamrick, 2010).
Academic advising and the availability of student resources are identified by Hermann
(2008) for a successful transition from soldier to student. The relationship between student
veteran and the institutions’ faculty and staff is critical to the success of the student veteran.
While mandatory training for faculty and staff may be difficult to enact, opportunities for
professional development training should be made available and encouraged to address the
unique needs of this population (DiRamio et al., 2008). The DiRamio et al. (2008) study found
sixteen themes in the course of their research, “a consistent message from the participants was
that they hoped faculty members would acknowledge their veteran status and attempt to
understand them as a student population” (p. 89). Concurring with the significance of caring and

55
knowledgeable staff and faculty, Rumann and Hamrick (2009) found that student veterans
emphasized how important it is for student veterans’ experiences be understood by faculty and
staff.
Chapter Summary
This chapter reviewed the literature on the experience of transfer student veterans who
decide to attend college upon transitioning from military service. The chapter began with a
historical overview of educational benefits that are available for veterans upon completing their
obligation of military service. The chapter continued with a description of the characteristics and
needs of student, identified by the prevailing research. The chapter presents the theoretical
framework for this study and concludes with a summary of key findings from recent studies on
the impact of military experience on college experiences of veterans at institutions of higher
education.

56
CHAPTER THREE: METHODOLOGY
According to Radford (2009), the moment at which the service member registers in
higher education the process initiates a stage of adult transition. When transitioning into higher
education, student veterans are exposed to a myriad of personal and environmental changes
(Diamond, 2012). During transition, it is not the event or non-event, but rather the event’s
impact has on the individual’s daily life that is significant (Schlossberg, 1995). Adapting from a
military environment, for some, requires little effort, while others struggle to overcome the
difficulties of their transition (Anderson et al., 2012). The transitional journey for a student
veteran is an individual challenge that can, with institutional support, be successfully completed
and result in a positive experience for the student veteran.
The goal of this study is to add to the continuing research of student veterans, as they
transition into higher education. Results from this study will benefit academic professionals and
those who work to support student veterans in higher education.
Purpose and Research Questions

The purpose of this study is to gather the perceptions and experiences that student
veterans have as they transition from the military and move into higher education. This study
seeks to add, improve, confirm, or change developmental tools and processes utilized to assist
student veteran’s transitional needs. Gaining a greater understanding of the experiences of
student veterans can lead their successful integration into higher education and potentially lead to
increased degree completion rates (Brown & Gross, 2011).
Leech & Onwuegbuzie (2007) contend that a constant comparison can be undertaken
deductively since codes are identified prior to analysis and then identified in the data, inductively
since codes emerge from the data, or abductively in that codes emerge iteratively. The data will

57
be collected and analyzed to explore transitional experiences of student veterans who have
enrolled at the Pacific Southern University (PSU) from a community college. Using
Schlossberg’s (1981) Adult Transition Theory as the theoretical framework, the study will use a
two-phase, mixed methods design in order to support the emergence of the study’s one main
question: How are the services provided at the higher education institution useful in allowing
student veterans to successfully navigate the transition to college? In support of the main
question there are four sub-questions:
(a) How military veterans view their college experience,
(b) What resources, external and internal of their institutions, were available to student
veterans
(c) What needs could not be met, and
(d) How their choice to serve in the military, prior to pursuing a college career, helped or
hindered their pursuit.
Research Design
This study seeks to understand the current practice and strategies, as well as barriers and
challenges, on serving student veterans enrolled at a Tier-1 Research University, found in an
urban environment, that is located in the Pacific Rim Region. The proposed research strategy is
a mixed-methods approach that combines qualitative and quantitative research methodology.
The research will consist of a concurrent triangulation design by simultaneously 1) conduct a
survey of the student veterans for quantitative data and 2) conduct in-depth follow up
questionnaire, sent to those students who agreed to participate, to understand the transfer veteran
experience. The datasets collected from these methodologies will be analyzed for emerging
themes and trends. There are several benefits of and attraction to mixed-methods research

58
(Creswell, 2009; Creswell & Clark, 2011). First, it takes advantages of the strengths of both
qualitative and quantitative research and, thus, offset the weakness of both research
methodologies. Second, a mixed-methods approach can better address complex research topics,
especially for research questions that cannot be answered by either qualitative or quantitative
methods. Additionally, more insight and evidence can be acquired from the combination of
these two approaches. Finally, mixed methods provide an opportunity to view issues from
multiple worldviews, instead of limiting them to certain paradigms associated with a specific
research methodology.
Quantitative data for this study will be drawn from an online survey of student veterans.
The survey instrument will consist of a profile questionnaire designed by incorporating
Schlossberg (1981) adult transition theory. The researcher will use a combined design to better
understand the research problems from collecting both qualitative and quantitative data
(Creswell, 2011). Combining qualitative and quantitative data, makes for a powerful mix (Miles
& Huberman, 1994). Creswell & Clark (2011) describe the process as merging, linking,
integrating or embedding two strands.
Using the data from the survey instrument, this study may discover the needs of the
student veteran population during significant life transitions. Glesne (1999) suggests that the
strengths of interviews in research are the opportunity to gain information on what you cannot
see and the ability to gain alternative insights. Conducting a follow-up survey allows the
researcher to obtain descriptive data from the subjects, which results in gaining information on
how the subjects interpret the world (Bogdan & Bilken, 1998).
Findings from this study has the potential to inform administrators and educators at two-
and four-year institutions about how to best support student veterans in their pursuit of academic

59
success. The findings will further allow institutions of higher learning to implement effective
services and allocate resources for this unique group of students. The value of this research
project coincides with the efforts of several large scale research projects funded by the U.S.
Department of Education, U.S. Department of Veterans Affairs, and American Council on
Education to evaluate campus programs for student veterans and service members and further the
understanding of their achievement (Cate, 2014; Kim & Cole, 2014; McBain, Kim, Cook, &
Snead, 2012; Queen & Lewis, 2014). The findings of this project will contribute to the body of
knowledge of the large scale, nationwide research.
Site Selection
Pacific Southern University (PSU) was founded in the late 1880s and has a long “history
of support for veterans and military” that dates to World War I (PSU, 2019). With an over 70-
year relationship with the Reserve Officers Training Corps (ROTC), the university can claim of
having an unbroken collaboration that dates to World War II. During the past decade-and-a-half,
the university has continued to expand its programs and services to the military and veteran
community with the establishment, after a donation of $15 million dollars, a scholarship program
for veterans’ endowment. Several schools and units added specific programs, these include
programs designed to train social workers to specifically work with student veterans, a center for
research on military veterans and families, a business one-year MBA graduate program
developed for veterans and active military personnel and designed to translate skills acquired
through military service to the business environment (PSU, 2019). Most recently, the university
created, with the support of a generous donation, a certificate program designed for members of
the special operations community and their family to assist with transition challenges and teach
them what’s available after the military.

60
The selection of PSU as the site for this study is contingent on the researcher’s
accessibility, convenience, and involvement with the university’s military and veterans’ affairs.
During the last decade, PSU has experienced a considerable increase in student veteran
population since 2009, since the enactment of the Post 9/11 GI Bill. PSU has seen then
enrollment of undergraduate student veterans increase from 45 in 2008 to 209 in 2018, an
increase of 364 percent. Likewise, the graduate population of student veterans at PSU has grown
from 36 graduate student veterans in 2008 to 975 in 2018, a 2,608 percent increase. The increase
in undergraduate student veteran population, in general, and PSU’s latest transfer student
statistics showing that fifty percent of transfer students come from community colleges,
specifically, place PSU as an optimal site to address this study’s main question: How are the
services at the higher institution useful in allowing student veterans to successfully navigate the
transition to a four-year institution. This study will utilize a purposeful sampling strategy, the
participants will be selected only if they meet the criteria of being student veterans enrolled at
PSU. Palinkas et al. (2011) describe purposeful sampling as a widely used technique in
qualitative research. Student veterans who transferred from a community college to PSU, are
individuals included for this study, will be knowledgeable about or experience with the
phenomenon of interest (Creswell & Plano Clark, 2011). Bernard (2002) and Spradley (1979)
also mention how important the availability and willingness to participate, having the ability to
express and communicate the experiences and opinions are beyond the knowledge and
experiences.
Participants
PSU prides itself as being an institution that has supported veterans and the military for
over one-hundred years. The university, since 2008, has seen an increase in graduate enrollment

61
that can be traced to specific programs in social work and business that are geared to veterans,
military dependents and active duty servicemembers. Likewise, the enrollment of undergraduate
student veterans has seen a considerable uptick in transfers from local community colleges.

Figure 3.1 - Student Veteran Enrollment (1990-2018)
The veteran population at PSU is very diverse in age, gender, military experience, and
educational background. While most veterans have completed their active duty service, there are
some who serve on active duty or are on reserve status and are enrolled in graduate work. In
2008, due to an identifiable increase in enrolment, several student veterans worked to establish a
chapter of the Student Veterans of America on campus. The Student Veterans of America
(SVA) is a national collegiate student organization established in 2008 to support student
veterans on campuses across the country. At PSU, the SVA chapter is active and has worked
hard to have the university implement services and programs.
209
975
1184
0
200
400
600
800
1000
1200
1400
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
Student Veterans @ PSU
1990 - 2018
Undergraduate Graduate Total
Source: PSU Office of the Registrar.

62
Selecting to study student veteran transition to higher education as the focus of this study
is done for several reasons. Researchers must decide what issues spark their interest and be
motivating throughout the research process (Glesne, 1999). My interest in the student veteran
population derives from my own experience as a transfer student veteran, who began my college
career at a community college, transferred to a four-year university, graduated with a B.A. in
English and subsequently pursued, and was granted, a graduate degree in Library Science.
The student veteran sample for this study will consist of undergraduate and graduate
students at a four-year, Tier 1, research institution located in the Pacific region of the United
States, that in their latest statistics of admitted transfer students (N=1,350) in 2018, 50 percent
were California Community College students (PSU, 2019). Participants in the study will be
students who transferred to PSU who transferred from a community college, began their studies
at PSU, are pursuing graduate work at PSU, and have previously served in any branch of the
U.S. Armed Services, including National Guard and Reserve Components. This study will not
differentiate between the military branches. The students will be identified with assistance from
the VA certifying office at the university. The VA Certification Office maintains a current list of
all enrolled student veterans, their class status, and can best identify student veterans who
transferred to PSU from a community college. The PSU Veteran Certification office is responsible
for providing the Department of Veteran Affairs with a list of students who are enrolled. The survey list
obtained for this study, provided by the certification office, includes all enrolled students who are either
veterans, military spouses, or dependents. All three of these types of students receive educational benefits
from the VA.
Recruitment
A master list, from the VA Certification Office, will be requested with student’s e-mail
addresses. Once verified that the list includes all currently enrolled student veterans, an e-mail

63
will be sent to the population asking for voluntary participation in the study. The message will
disclose any possible threats to the student as a participant and include an outline of the study.
Once a response of interest is made, a list of participants will be identified, and an additional e-
mail will be sent to non-respondents encouraging them to participate. A link to a questionnaire
on the Qualtrics® platform will be emailed to all participants. The questionnaire will further
explore the transition of the student veterans and determine the services utilized at the University
that helped with making the transition process more manageable. Students will be given full
disclosure of the reason for the study, confidentiality, and the opportunity for student veterans to
help identify best practices and policies concerning the student veteran transfer process from
community college to a four-year university.
The last question of the survey will ask the students one final question that will seek their
willingness to participate in a follow-up interview. Survey findings will be assessed and the
participants for the follow-up survey will be chosen. A representative sample will be identified
from the initial questionnaire.
Measurement Instrument
Schlossberg (1981) Adult Transition Theory defined transitions and identified ways to
cope with the difficulties that result from the transitions (Anderson et al., 2014). Schlossberg’s 4
S’s (Situation, Self, Support, Strategies), allow people in transition to navigate through. The
profile survey questionnaire developed for this study uses Schlossberg (1981) transition theory as
an outline for the questions. Fink (2013) describes a valid survey as being able to collect
information from respondents that accurately reflects their knowledge, attitudes, values, and
behavior. Diamond (2012) mapped the theory into three main sections: moving in, moving
through, and moving out. In addition to the three main sections, she mapped for subsections of

64
the theory, that correspond to the 4 S’s, will be applied to each section of the outline. Questions
are developed and researched to correspond to, and determine, the category of transition that the
respondent will identify with. The 29-item instrument uses a variety of question types. Q1-Q9
are questions to determine demographics of the respondents. Q12 and Q25 are open ended
questions that will allow participants to express themselves and provide the quantitative data.
Q13-Q22 are Likert-scale rating questions. Q23 and Q24 are dichotomous questions. Data
derived from the administering of the questionnaire will determine the transition stage of the
participant. Questions 13-16 will address the Self. Questions 17 and 30-36 will address the
Support. Questions 21 and 22 will address the Situation, and questions 23 and 24 will address
Strategies. In addition, question 26 and 27 will specifically focus on the use of services at the
University and its library system.
The questions of the follow-up survey are also designed utilizing an outline of
Schlossberg (1981) Adult Transition Theory. The interviews questions were converted to a
survey in this study and used to determine thematic relationships between the respondents and
the stage of transition they are in. The questions will augment the quantitative data obtained
from the questionnaire. The questions will allow participants the freedom to discuss their
challenges and experience while transitioning into higher education after a length of service in
the military. Schlossberg (1981), used as an outline, allows for the same developmental
technique as the survey instrument and map the survey questions to the three sections: Moving
In, Moving Through, and Moving Out.
Data Collection
The data for this mixed methods research will be acquired via a survey of student
veterans currently enrolled at PSU and in-depth follow-up interview to understand the student

65
veteran transfer experience. Thorough planning for data management will contribute to the
validity and integrity of data collection, thus the validity and reliability of the findings. The
study will use the following process and data analysis instruments to collect and then examine
the data.
Survey, Quantitative Research
Once approval of this study is secured from the Institutional Review Board (IRB), the
survey, quantitative instrument, will be distributed to student veterans currently enrolled at PSU.
The survey participants will receive an invitation email with a link to a survey (Appendix A).
The survey (Appendix C), hosted by Qualtrics ®, an online survey service available through
PSU. The invitation will provide an overview of the study and its goals. Participants will be
assured that their identity, demographic and personal information, responses, and all data from
the survey will be kept confidential. In order to encourage participation, the invitation letter will
explain how the finding from this study will help identify best practices to help student veterans
succeed in higher education. A follow-up email reminder with the survey link included will be
sent to non-respondents, two-weeks after the initial invitation to increase response rate
(Appendix B). Student veterans who do not wish to be contacted will be filtered out of the
reminder.
The questionnaire survey will have 29 questions and sub-sections that will determine the
transition stage of the participant. The Demographic information section is made up of questions
1-10, asks branch of service, length and type of military service, rank at separation, time between
discharge and enrollment in college, gender, age, marital status, children, and if they always
intended on attending college. Schlossberg’s transitional stage Self will be addressed by
questions 11-15. Support is addressed by questions 16, 17, and 27, 28. Situation is addressed in

66
questions 19. The transitional stage Strategies is addressed by questions 20-23. The two
questions that ask participants to address the services they have used while students at PSU are
questions 27 and 28.
Interviews, Qualitative Research
In the follow-up survey, participants will be asked interpretative questions framed to
draw rich narratives regarding their ‘lived experience’ of leaving the military, choosing to return
to higher education, and finally the support and services, both internal and external to the
university, that have enabled the acclimation to the college culture (Appendix D).
Data Analysis
The research design for this study employs a concurrent triangulation approach. The data
collected from separate research methodologies will be analyzed using appropriate process and
tools most relevant to the database. The datasets collected from these methodologies will be not
have direct interaction during the process nor will the datasets be merged. Each dataset will be
analyzed for emerging trends and themes.
Survey, Quantitative Research
The organization and management of survey data is an essential part of data analysis.
Qualtrics, the survey software, automatically generates reports and descriptive statistics for the
dataset. To ensure the integrity of the results, the data will be collected from the participants will
be exported from Qualtrics to an Excel spreadsheet for manual review and validation. The
answers for open-ended questions, found in the questionnaire, will also be exported to an Excel
spreadsheet for further analysis.

67
Interviews, Qualitative Research
The answers to all open-ended questions will be transcribed and organized through a
coding process consistent with the triangulation method (Glaser & Strauss, 1967). The second
stage of data analysis, narratives and emergent themes will be mapped to the four transition
stages Schlossberg (1981): Self, Support, Situation, Strategies to determine whether and how the
institution’s support of student veterans is consistent with the 4 S’s.
Limitations and Delimitations
The number of community college students that transfer to the University of Southern
California has increased in the past 10 years. Community colleges enroll a significant number of
active service members and veterans. Historically, success in involving and engaging this
student populations has been limited. A primary limitation is this study will only engage
currently enrolled students identified by the university’s Veteran Certification Office.
A long-time member of the University, the researcher has been aware and is involved in
issues pertaining to student veterans and military families on campus. The researcher previously
served as the faculty advisor for the University’s Student Veteran Association, which created a
level of familiarity with the issues that affect students as they transition to higher education. In
addition, the researcher is a veteran himself, and has lived similar experiences that may be
described by the participants and any every effort to reduce the researcher’s bias was made.
Another limitation of this study is the possibility of an unanticipated mid-study
deployment or activation of a respondent. A foreseeable, but unpreventable variable, a
participant who is still on active duty can be called for training or deployed and be required to
withdraw from the university and the study.

68
Delimitations
This study targeted student veterans currently attending a four-year, private research
university in the Pacific region. The study will evaluate the students who are recent transfers and
have different class standings. These parameters are chosen to delimit study participants to make
up a group to study the shared lived experience under similar circumstances (academic,
perspective, experience). The study site was chosen, by convenience, to further limit the
population.
It is assumed that the participants will bring a variety of service experience to the study.
While the study focuses on currently enrolled student veterans at PSU, the transition of a combat
veteran of the Vietnam era is very different from the stateside service of an active duty service
member during peacetime, this study chose not to delimit the participant base, but rather, will
rely on the rich data that will accompany a variety of perspectives.
Chapter Summary
This study seeks to describe the transitional experiences, examine the transitional stages,
and identify the support and services at the university for student veterans who are currently
enrolled at PSU. Utilizing a mixed-methods design, this study, incorporates and employs a
questionnaire and individual semi-structure interview that were mapped using Schlossberg
(1981) Adult Transition Theory.

69
CHAPTER FOUR: RESULTS

Introduction
This study was designed to understand the current practices and strategies, as well as
barriers and challenges, on serving student veterans at a Tier-1 Research University, found in an
urban environment, that is located in the Pacific Region. The findings are being sought to
validate the argument that DiRamio and Jarvis (2011) presented, that “students with military
experience present special challenges for colleges and universities, not only because of their
increasing numbers but also because of the differences from traditionally aged students and their
unique characteristics with military experiences” (p.7). Repeatedly, institutions of higher
learning consider student veterans as non-traditional or adult learners, even though they are
basically different in specific and important ways.
The outcomes and analysis resulted from the responses to an online survey distributed to
currently enrolled students at Pacific Southern University (PSU). The survey, distributed to 836
students via email message, was sent to the students’ university account during the last week of
the spring, 2020 semester. Student veterans were asked to respond to the survey and were
informed that their responses were completely voluntary, and all responses would remain
anonymous. During the two-week period that the survey was available, there were 283 surveys
returned for an initial 33.85% participation rate. Figure 4.0 shows the distribution of the
respondents by their status. Respondents included 231 Veterans, 23 unknown, 14 military
spouses, and 13 dependents. Respondents who did not indicate their status, unknown, or
identified as military spouses, and dependents participated in the survey, but their responses were
not used as part of this study. The study findings are organized by survey question and
supplemented with a graph of the responses. In addition, there is an interpretation of the

70
findings, support from the literature related to the question, and the number of respondents to the
question associated with the number of participants.
Figure 4.0 – Participants by Status
The survey, consisting of 29 questions, was composed of three sections. The first
section, made up of eleven questions, investigates the demographics of the student veterans
enrolled at PSU. The second section, questions 13-22, sought to understand the student veterans’
transitional experience at PSU, including the life balance of student and personal life, and the
support student veterans received while enrolled. The third section, question 27 and 28, asked
respondents to identify the services used since enrolled at PSU, which includes library specific
services. The last question, 29, asks respondents if they would be willing to participate in an
interview.
Augmenting the initial online survey was an additional series of responses that were
provided by student veterans who answered question 29 in the affirmative. The COVID-19
pandemic this year made for some changes in the original plan of this study. Rather than having
interviews with the student veterans that agreed to be interviewed, the questions, which were to
23; 8.19%
231; 82.21%
14; 4.97%
13; 4.63%
Survey Invitations (n=836)
Survey Participants (n=281)
Response Rate 33.85%
Incomplete Veterans Military Spouse Dependent
Percentage from 281 Participants:
Veteran - 231 or 82.21%
No Answer - 23 or 8.19%
Dependent - 13 or 4.63%
Mil. Spouse - 14 or 4.97%

71
be used during in-person interviews were prepared in a follow-up survey. The 12-interview
question, (see Appendix E) asked student veterans to describe their sentiments about their
educational experience.
Demographics
Survey Question 1: Identification of Student
The first question of the survey asked respondents to identify themselves as either a
veteran, military spouse, or dependent. Since the list obtained from the PSU Certification Office
included student veterans, military spouses and dependents, it was necessary to identify each
type of student at the beginning of the survey. Both dependents and military spouses are, at
times, eligible to either utilize the G.I. Bill benefits that belong to a parent/spouse who has
decided to transfer the benefits in place of using them for themselves. Dependents are
sometimes eligible to use benefits through other programs, as a result of the parent’s Department
of Veterans Affairs disability rating of 100%, Chapter 35 or Dependents Education Assistance
(DEA). Figure 4.1 shows the breakdown of respondents. There were 281 respondents from the
initial 836 survey invitations, a response rate of 33.73%. The initial response breakdown
consists of 5 unknowns, veterans (n=281), dependents (n=20), military spouses (n=15). For
purposes of this study on the 231 student veteran responses were used. All others, 5 unknowns,
20 dependents, 15 military spouses, and 10 student veteran incomplete surveys, were excluded
from this study (n=50), leaving a total of 231 respondents who are self-identified as veterans, a
27.87% response rate from the initial 836 survey invitations.

72
Figure 4.1 - Study Participants
Survey Question 2: Service Branch
The second question of the survey asked respondents to identify their military branch.
The thirty-seven respondents who identified as military spouse, dependent, or provided no
answer were excluded. The responses shown on Figure 4.2 are for student veterans (n=231) and
their service branch affiliation. Five student veterans identified as having two service branches
during their military service, thus bringing the response rate for this question to (n=236).
The area known as Southern California stretches from Santa Barbara County in the north
to the Mexican border in the south and has a number of military installations. The United States
Air Force has Edwards and Los Angeles Air Force Base in Los Angeles County, Vandenberg Air
Force Base in Santa Barbara County, and March Air Reserve Base in Riverside County. The
U.S. Army has three Southern California locations: Fort Irwin in Barstow, Camp San Luis
Obispo in San Luis Obispo, and the Los Alamitos Joint Forces Training Base. Both the United
States Navy (USN) and the United States Marine Corps (USMC) combine have a total of 14
241
20
15
5
10
20
15
5
0
50
100
150
200
250
300
Veteran
(85.76%)
Dependents
(7.12%)
Military Spouse
(5.34%)
Unknown
(1.78%)
281 Respondents from 836 invitations
27.87% Participation Rate
Study Participants Excluded from Study

73
military installations in Southern California. USMC’s installations in Southern California
include, Camp Pendelton, Marine Corps Recruiting Depot, Marine Corps Air Station in Miramar
and Twenty-Nine Palms military installation. The USN’s presence extends from San Diego to
Ventura Counties with Point Loma Navy Base, Naval Air Station in Point Mugu, Naval Base
San Diego, China Lake Navy Base, Point Loma Navy Base, and Naval Battalion Center Navy
Base Port Hueneme.
The findings were relational to the current distribution of military across the branches of
services. The U.S. Army is currently the largest branch in the United States military with a
strength of over 1.2 million service members (combined Active Duty and Reserve Forces). The
Air Force ranks second with just over 600,000 personnel, Navy, with 564,000, is third, followed
by the Marine Corps with about 250,000 and Coast Guard (Department of Defense, 2019). The
aforementioned bases are only the ones in Southern California and the likelihood that survey
respondents served locally is somewhat possible. There are, however, a number of bases
throughout the world that serve as locations for active duty service members to spend their time
in service.

74

Figure 4.2 – Service Branch

Survey Question 3: Length of Military Service
“Of the estimated 21 million veterans in the United States, about 1.8 million live in
California – more than any other state” (Taylor, 2017). Figure 4.3 illustrates the length of
military service. Question three asked students to select the amount of time spent in military
service. The amount of time that student veterans spend away for the higher education
environment may cause many of them to feel some disconnect from academic work. All service
members have some type of rigorous training during their time in the military. The training
environment and learning experiences are often highly structured and technical in nature.
Depending on the branch of service, training may include weapons firing, flying helicopters,
planes, or drones, physical conditioning, and work in submarines, ships, tanks, or vehicles.
Attending class on a college campus, after a period of military service, may bring a set of
challenges for student veterans. This question asked student veterans to describe the length of
military service. Of the respondents to question three, 21.65% (n=50) were still on active duty.
52
77
54
52
0
1
0
10
20
30
40
50
60
70
80
90
Air Force
(22.03%)
Army
(32.64%)
USMC
(22.88%)
Navy
(22.03%)
Coast Guard
(0%)
Skipped
Question
(0.42%)
Service Branch (n=231)
5 Respondents Served in Two Branches (n=236)
Service Branch (n=231)

75
These findings were particularly interesting because of the considerable large number of military
installations in the region.
The findings of a large percentage of active duty in the current student veteran population
at PSU provides numerous opportunities for creating initiatives and improving services that will
help with the students’ success. In their study, Ackerman and DiRamio (2009) found that the
military ensures that all needs are met, personal and professional, for those serving. The
opportunity exists, for institutions of higher learning to tailor levels of support for student
veterans during the early stages of transition from the military. Thus, improving the chances that
student veterans will find the transition process to be more manageable.

Figure 4.3 – Length of Military Service

The results to question three show that 81 participants or 35.06% of the respondents
served between one to five years and make up the largest group of student veterans at PSU.
Sixty-one respondents, or 26.41% served between 6-10 years, fifty respondents, or 21.65%
served between 11-20 years, and 39 respondents, or 16.88%, served for more than 20 years.
81
61
50
39
0
10
20
30
40
50
60
70
80
90
1-5 years (35.06%) 6-10 years (26.41%) 11-20 years (21.65%) Over 20 years (16.88%)
Time in Service (n=231)
Time in Service (n=231)

76
Figure 4.3 shows the range from one to more than 20 years that these service members were
away from school. To further emphasize these findings, in their study, Zoli, et al. (2015), write
that 53% of those who volunteer for military service do so to earn educational benefits provided
through the GI Bill. The responses to Question 3 seem to corroborate Zoli, et al., since those who
served from one to five years constituted the largest single group of respondents (n=81). The
findings, however, show another important factor. One hundred and fifty of the respondents
(64.94%) reported that their time in service was more than five years.
The length of service reported by current PSU student veterans is somewhat correlated
with increased challenges that students face after separation from the military. The longer the
time that service members are removed from the academic environment adds to the challenges
faced in academic work, navigating the academic environment, accessing support services, and
have difficulty connecting with peers and faculty that student veterans experience (Griffin,
2012). These findings further illustrate how important it is for institutions of higher learning to
be better prepared and ensure that additional academic support, administrative assistance, student
mentors and support are made available to all incoming military and veteran student, thus
allowing them to overcome challenges they may face due to their length of military service.
Survey Question 4: Type of Military Service
The war in Iraq (2003-2011) and the war Afghanistan, which started in 2001, is the
longest war in American history and it is not uncommon that anyone who has served in either
active duty, Reserve or National Guard capacity has been deployed at some point to either of
these conflicts on multiple occasions. As described in Chapter 2, most service members are
eligible for the educational benefits through the Post 9/11 GI Bill to help finance their education.

77
Because of how long the United States has been at war, it is safe to assume that a high proportion
of student veterans enrolled in colleges will have been deployed to a combat zone.
Figure 4.4 displays the type of service experienced by the 231 student veteran respondents
at PSU. Considering that California has a veteran population of 1.8 million (Taylor, 2017), it is not
surprising to see the high number of respondents indicating they had served in a combat zone. Of
the 231 respondents to question four, 137 (59.31%) had deployed to combat. Forty-two of the
respondents (20.78%) reported being deployed, but to a non-combat location. Forty-six
respondents (19.91%) reported that they never deployed during their time in service.

Figure 4.4 – Type of Military Service

A large percentage, close to sixty percent, of the respondents have deployed to a combat
zone, and another 20.78% reported having a non-combat deployment. Military deployments
cause a considerable amount of anxiety to the service member and their family. Eighty percent,
or 185 out 231 respondents might have experienced the difficulties of a deployment. A study
46
48
137
0
20
40
60
80
100
120
140
160
Never Deployed (19.91%) Non-Combat Deployment (20.78%) Combat Deployment (59.31%)
Type of Military Service (n=231)
Type of Military Service (n=231)

78
from the Rand Corporation (2008) found that close to 20% of the servicemembers who served in
the Iraq and Afghanistan war will show symptoms of some form of Post-Traumatic Stress
Disorder (PTSD) or developed Traumatic Brain Injury (TBI) due to exposure to the combat
environment. These factors, PTSD and TBI, make it more challenging for student veterans to
adjust to higher education and as Ackerman, et al. (2009) and Wert (2016) argue the integration
of student veterans into higher education deserves a well-defined support system that includes
early intervention efforts during the first weeks of their academic transition.
Survey Question 5: Rank at Time of Separation
The United States military maintains the U.S. national defense. Each branch of the
military has career paths that are specific to the branch, such as fighter pilots or infantrymen, but
many occupations that exists in the civilian workplace, such as doctors, nurses, lawyers are also
possible. The two basic types of military careers in today’s military are positions for the enlisted
ranks and those serving as officers. According to the Bureau of Labor Statistics (2020),
approximately 82 percent of the armed forces personnel hold positions in the enlisted ranks.
Enlisted personnel are the one who carry out military operations under the guidance of the
officer corps. Approximately 18 percent of the armed forces personnel are officers, those in
charge of managing the operations and overseeing enlisted personnel. There are about 8 percent
of the officer corps that are considered warrant officers. Warrant officers hold technical
positions and are tactical experts in specific areas. Army aviators make up one group of warrant
officers.
Question five asked respondents to give the rank at the time of separation from the
service or current rank, in the case of active duty personnel who are enrolled at PSU. The survey
results for this study, represents all three types of military occupational positions. Figure 4.5

79
illustrates that at PSU student veterans that have served, or continue to serve, as enlisted
personnel, officers, and warrant officers. While question five separated the enlisted ranks to two
groups, E-1 to E-4 and E-5 and above. Those whose rank between E-1 and E-4 consisted of 47
respondents. Military ranks of E-1 to E-4 are considered enlisted service members and E-1 is the
lowest enlisted rank that is given when entering the service. As the service member gains
experience, accumulates time-in-service, and maintains standards, the service member is
promoted to ranks of E-2, E-3, and E-4. Attaining the rank of E-5, service members must be
recommended by his or her superior and be reviewed by a promotion board of higher-ranking
non-commissioned officers. The rank of E-5, in the U.S. Army is Sergeant, is considered a non-
commissioned officer (NCO) rank and subsequent promotions to E-6, E-7, E-8, and E9 involve
recommendation from superiors, promotion boards, and attending NCO specific schools and/or
academies. Respondents who held the rank between E-5 and E-9 are considered non-
commissioned officers and numbered 123. Combining the two enlisted groups (n=170) made up
73.59% percent of the survey respondents. Survey respondents who held, or continue to hold, an
officer rank accounted for 25.11% or (n=58). There were two warrant officers and one response
with no rank given. The response percentage rate for enlisted is just below the 80% national
average reported by the Bureau of Labor Statistics. The responses for officers are just over
seven percent above the national average of 18%. Knowing the composition of student veteran
enrollment can inform the approach taken to provide support and may help in identifying the
differences between student veterans and traditional students at PSU. For example, student
veterans who were officers are often pursuing graduate degrees since a college degree is a
requirement to serve in the armed services as an officer. Moreover, officers are used to
overseeing complex organization, leading large groups, and treated with respect according to

80
rank. Student veterans who come to campus from the enlisted ranks are often beginning their
college careers, or at times returning to college after a long absence and are accustomed to
following directions.

Figure 4.5 – Rank at Separation

The survey did not ask respondents to indicate if this was the first-time attending college.
One assumption that can be drawn from the 170 enlisted respondents is that they are attending
school for the first time. This contention is based on knowing the minimum education
requirement for entering the enlisted ranks is a high school diploma or equivalent (United States
Army Requirements, 2019).
The survey results provide a blueprint for university administration and student service
providers that work with student veteran community that the university environment must have a
continuum of services appropriate to the level of service student veterans are accustomed to
receiving while in the military. In addition, the 58 respondents who are officers and may be
returning to college for graduate work, may encounter their own transitional challenges or
170
58
2 1
0
20
40
60
80
100
120
140
160
180
Enlisted (73.59%) Officer (25.11%) Warrant Officer (0.87%) No Answer (0.43%)
Rank at Separation
Includes active duty personnel: 17 officers; 30 enlisted; and
1 warrant officer
Rank at Separation

81
specific needs during their university work. Universities, study programs, degree demands, and
outside factors vary, and it can be assumed that student veterans in advanced degree programs
may require different levels of support and other avenues to ensure their academic success.
Survey Question 6: Length of Time Between Separation/Retirement from Military to
Enrollment in College?
Pacific Southern University has a large number of enrolled student veterans. Of the 231
respondents, identified as student veterans, some are still on active duty, while others have been
discharged for some time and either arrive at PSU as freshmen or they transfer from a
community college. Whether a service member is a member of the enlisted ranks or an officer,
the active duty commitment, or length of service, varies and not all student veterans report to
college right after separating from the military. The University’s efforts to identify specific
services and provide student veterans with the necessary tools for success may be a difficult task
to complete, especially since student veterans begin their college experience at different times
throughout the years and after a lapse in time. Figure 4.6 illustrates that 50 respondents or
21.65% are still on active duty and serving in some capacity. The results show that many
students postponed the start of their education for some time. Just over 40% of those surveyed
reported that they chose to start school within one-year of leaving the service. Eighty student or
34.63% enrolled within six-months of separation and 13 students or 5.63% chose to start within a
year. Forty-eight students, or 20.78% waited between one and five years, thirteen others, 5.63%,
held off their college education between six and ten years, and eight respondents or 3.46%,
waited between 11 and 20 years. Finally, 3 student veterans, 1.30%, waited over 20 years to go
to college.

82

Figure 4.6 – Length of Time Between Separation/Retirement from Military to Enrollment
in College

There is currently little literature that focuses on the success or failure of student veterans
relative to the length of time between separation/retirement from the military and enrollment in
college. A common assumption might be that the longer the time span between military and the
start of higher education is a greater challenge. Specific support and strategies required by
student veterans, and the type of support that colleges and universities provide them will
determine, according to Schlossberg, et al. (2006), the level of academic success student veterans
realize.
Higher education professional working with student veterans must effectively identify
and recognize the effect that the length of time between military and academic careers can have
on higher education success. While identifying the length of time is a critical first step to convey
key services that student veterans may need, advisors, who play a key role in communicating
with student veterans, must be cognizant that many of the structures, policies, and processes
50
80
13
48
27
8 3 2
STILL
SERVING
(21.65%)
< 6 MOS.
(34.63%)
6 MOS.-1 YR.
(5.63%)
1-5 YRS.
(20.78%)
6-10 YRS.
(11.68%)
11-20 YRS.
(3.46%)
> 20 YRS.
(1.30%)
NO ANSWER
(0.87%)
Length of Time Between Separation/Retirement from Military to
Enrollment in College
(n=231)
Length of Time Between Separation/Retirement from Military to Enrollment in College

83
privilege civilians over veterans and recognize that higher education, in itself, is a civilian
structure (Phillips & Lincoln, 2017).
Survey Question 7: Gender
Question seven asked respondents to identify their gender. Figure 4.7 displays the results
and shows that males outnumbered females nearly three to one. Fifty-Nine of the 231
respondents or 25.54% identified as female, compared to 171 respondents or 74.03% of the
student veteran group reported as males. One respondent (0.43%) did not answer the question.
The Department of Defense reports that women make up 14.4 percent of the active duty force
and the in 2016, there were 1.6 million female veterans living in the United States. Three-fourth
of these women have served in a wartime period (Lofquist, 2018). One of the tenets in Phillips
& Lincoln (2017) explains that veterans experience multiple identities at once, citing Vacchi
(2012), who suggests that veterans experience as many as five identities during transition, not
including the difference in military service. Additionally, Veteran Critical Theory values both the
individual expression of student veterans’ characteristics and how the different identities interact
with one another.
Gender breakdown of respondents is consistent with data from the American Council on
Education (ACE), “Exploring Differences Between National Guard, Reserves, Active Duty, and
Veterans in Higher Education,” that found 21% of females and 79% males veterans were
military-connected undergraduates (Molina & Morse, 2015).
While conclusions cannot be drawn on the ratio of female to male student veterans
enrolled at PSU from this study, what is known is that maintaining a stereotypical notion of a
predominately all-male military and student veteran population is not representative of the results
of this study. Administrators and student service professionals must remain sensitive of the

84
needs and concerns that female student veterans may have. One example is how deployments
often conflict with motherhood. Many of them may have had to leave small children at home in
order to fulfill their military obligation and deploy overseas, for an extended period of time
(Lowry, 2015).

Figure 4.7 – Gender

Impact of Marital Status, Age, and caring for children has on academic success
There are many factors that impact the transition and academic success of student
veterans. As discussed in the literature review, more than 70% of the students on college campus
are faced with a variety of challenges in their lives (Ross-Gordon, 2011). The challenges often
include delayed enrollment, financial independence, part-time attendance, work while attending
college, married with children, and those who are single parents.
Phillips & Lincoln’s (2017) Veteran Critical Theory argues that student veterans are
diverse in age, class, gender, sexual orientation, and marital status. Current student veteran
literature also supports the notion that this non-traditional group of students bring about a wide
1
60
171
0 20 40 60 80 100 120 140 160 180
No Answer (0.43%)
Female (25.54%)
Male (74.03%)
Gender (n=231)
Gender (n=231)

85
variety of perspective and life experiences to their learning outcomes and bring with them an
assortment of specific needs that dramatically impact their progress in higher education.
Survey Question 8: Marital Status
Questions eight asked respondents to share their marital status. The largest group of
respondents to the question were married, followed by never married, divorced, and separated.
Figure 4.8 shows that 128 of the respondents, 55.41%, indicated that they are married. Sixty-five
respondents or 28.14% indicated that they have never been married. The two smallest groups, 7
(3.03%) separated and 30 (12.99%) divorced respondents. It can be assumed that the combined
data of the three groups that are juggling a domestic relationship and higher education consists of
165 respondents or 71.43% who may be dealing with the responsibilities of an extended family
or old relationships, on top of the responsibilities of school.
Life with a partner and or children may hinder academic success (Tones, Fraser, & Elder,
2009). There is always the added stress of caring for a family or a partner that may impact the
ability of student veterans to juggle their commitments at home and their desire to succeed in
higher education.

Figure 4.8 - Marital Status
128
65
30
7 1
MARRIED (55.41%) NEVER MARRIED
(28.14%)
DIVORCED (12.99%)SEPARATED (3.03%) NO ANSWER
(0.43%)
Marital Status (n=231)
Marital Status

86

The group of respondents that identified as never married, 65 or 28.14%, may be
considered as traditional students by the university, however, it is important to remember that
these student veterans still need to be viewed as non-traditional students who have spent time
away from college and enjoyed the camaraderie and structure of life in the military. University
administrators and advisors must be cognizant that student veterans have made life and death
decision, engaged in combat, or took part in multiple deployments. Student veterans are very
different from traditional college students, regardless of their marital status.
Survey Question 9: Ethnicity
Question nine asked respondents to share their ethnicity. Figure 4.9 shows the ethnicity
make-up of the student veterans at PSU published by the university alongside with the
percentage breakdown of the survey participants. Respondents who identified as white were 96
or 41.56% of the student veteran population, which is higher than the percentage, 29%, of
students enrolled at PSU who are identified as white. The next largest group are Hispanic/Latino
with 23.81% or 55 respondents. There were 26 or 11.26% of respondents who identified as Asian
and 34 or 14.72% identified as African American. The two lowest respondents identified as
Native American, 4 or 1.73% and 2 as Pacific Islanders or .86%. A total of 12 respondents, or
5.19%, identified as Other. Lastly, 2 respondents did not select ethnic identification.

87

Figure 4.9 – Ethnicity

In most cases, the ethnic percentage of enrolled student veterans is higher than the
published ethnic make-up of the enrolled students at PSU. While most of the ethnic make-up of
student veterans who responded to this study is higher than the published make-up of the
university, it is of note that the university does not have an active program to recruit veterans,
active military, dependents or military spouses.
Survey Question 10: Age
Question ten asked respondents to share their age. Figure 4.10 shows the information.
These data are a significant source of information since the student veteran community has a
later start to their education, sometimes a few years later than their traditional classmates. Of the
many factors that impacts the military to civilian to academic transition process, the age
differential between traditional students and student veterans is one of them. Some of students’
responses to one of the questions about attending college shows the benefit of military service
and how they viewed their return to college:
41.56%
23.81%
14.72%
11.26%
1.73%
0.86%
5.19%
0.86%
29.00%
14.60%
5.30%
16.90%
8.80%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
White (n=96)
Latino/Hispanic (n=55)
African American (n=34)
Asian (n=26)
Native American (n=4)
Pacific Islander (n=2)
Other (n=12)
no answer (n=2)
Ethnicity (n=231)
PSU data from Univeristy website
Ethnicity PSU

88
“Military hinders your ability to be a traditional college student but sets you up for
success in other ways.” Male, single parent, 35-44 years of age.

“Military service gave me better discipline for study and time management than when I
was an undergraduate student prior to joining military.” Male, divorced-sharing custody
of children, over 45 years of age.

The majority of respondents in Figure 4.10 are significantly older than their traditional
college classmates. Two of the respondents, only 0.87% were actually in the college age bracket
of 18-24. One respondent or 0.43% skipped the question. Close to 81% of the respondents fell
between the ages of 25-44 with 103 or 44.59% fell between the ages of 25-34 and another
eighty-four or 36.36% were between the ages of 35-44. The oldest group, over the age of 45,
consisted of 41 student veteran respondents.

Figure 4.10 – Age

The data obtained from question ten aligns with the literature that a vast majority of the
student veterans are older than their classmates. Tones et al., (2009) suggest that students older
than 25 years of age are more like to be living away from their parents, have a partner, and in
some cases, have dependent children. These particular conditions of life circumstances often
2
103
84
41
1
0
20
40
60
80
100
120
18-24 (.87%) 25-34 (44.59%) 35-44 (36.36%) Over 45 (17.75%) No answer (.43%)
Age (n=231)
Age (n=231)

89
impose additional economic and time demands, which may hinder the pursuit of educational
goals.
The fact that student veterans at PSU who participated in this study made up about 3.25%
of the total student population, providing these older students with the tools to navigate higher
education and be able to connect with others and promote effective socialization is a must.
Campus faculty and staff need to recognize the contributing factors the age gap may bring and
provide a variety of approaches to the work in serving all students.
Survey Question 11: Children? Select the one that best describes you
Figure 4.11 shows that a vast majority of survey respondents do not have children while
attending school. There were 118 or 51.08% of the respondents reported not having children.
Survey respondents without children consisted of 58 never married, 39 married, 15 divorced, and
6 separated. Eighty-four respondents, or 36.36%, reported as being married and caring for
children. Fourteen of the 231 respondents, or 6.06%, are divorced and sharing custody of their
children. Thirteen, or 5.63%, reported as being single parents, and two respondents, 0.87%,
chose not to answer the question.

90

Figure 4.11 – Children? Select the One that Best Describes You

Unlike their traditional college student counterparts, student veterans have a wide range
of demands, beyond simply being a college student, the respondents to this survey make up a
small group of the 836 identified student veterans at PSU. By far, those who reported as being
divorced, sharing joint custody and single parents, raising their own child or children, have
additional needs beyond those associated with attending college. The needs of single parents and
compounding demands of attending college should be familiar to college advising personnel.
Universities must have the necessary services to support these non-traditional students with
children of their own.
Survey Question 12: Did You Always Plan to Enroll in College?
Figure 4.12 shows that the vast majority of respondents, 199 or 86.15%, had always plan
to enroll in college. Only 32 respondents, or 13.85%, had no plans of enrolling in college.
These 32 respondents provided, in Question 13, an explanation as to what led them to college,
118
84
14
13
2
0
20
40
60
80
100
120
140
None (51.08%) Married, caring for
children with spouse
(36.36%)
Divorce, sharing joint
custody (6.06%)
Single Parent
(5.63%)
No Answer (0.87%)
Children? (n=231)
Children? (n=231)

91
after not having planned for it. The running theme in these responses is gaining access to GI Bill
benefits, career change, and the realization of the economic advantages to having an education.

Figure 4.12 – Did You Always Plan to Attend College?
Data from the Department of Veterans Affairs (2018), shows that between 2007-2016 the
number of veterans who used educational benefits fluctuated from a low of 420,676 veterans
received educational benefits in FY 2007 to a high of 843,549 veterans in FY 2013.
199
32
0
50
100
150
200
250
Yes (86.15%) No (13.85%)
Plan to Attend College (n=231)
Plan to Attend College (n=231)

92

Figure 4.12.1 - Source: Department of Veterans Affairs

The graph above shows how the use of educational benefits, through the Department of
Veterans Affairs, had been holding in the mid-400,000s for the three-years preceding the passage
of the Post 9/11 GI Bill in 2009. Likewise, data on Figure 3.1, Student Veteran Enrollment
(1990-2018), shows a similar trajectory. Enrollment at PSU in 2008 was just under 200 and by
2018 the enrollment had increased to 1184 enrolled students in graduate and undergraduate
programs. How a student veteran learns about the university varies. While PSU does not have
an active recruiting program for student veterans, it does provide a clear effort to reach out to
those students by having a web presence that appeals to potential students. Tailoring sections of
the university website to military students, offering scholarships and other support services
geared to meet non-traditional students (Field, 2008), make the university appealing, caring, and
compassionate to student veterans.

420,676 439,771
424,715
550,539
486,220
723,1…
845,549
774,266
693,555
673,605
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Education (FY)
Dept. of Veterans Affairs
Education (FY)

93
Survey Question 13: If Not, What Led You to Enroll in College?
As discussed earlier in Chapter 1, military service is viewed as a way for individuals to
gain economic and social standing. The educational benefits earned as a result of military service
are an incentive for serving. Personally, military service was the only way that I was going to go
to school. The educational benefits earned would mitigate some of the costs of a college
education.
Question 13 asked respondents to provide an explanation to the previous question: Did
you always plan on attending college? Thirty-six respondents elected to provide the reason as to
what led them to enroll in college, after military service. Four themes emerged from the answers
to the question. The first, which consisted of 11 respondents or 15.58%, is GI Bill benefits.
While student veterans entitled to receive G.I. Bill benefits can transfer the benefit to children,
one respondent indicated that his “[benefits] could not transfer to [his] child.” Still another
respondent, who was not able to transfer the benefit to a child decided that “…rather than
wasting it, I pursued college.” “After getting out of the military, I knew that I could either work
or actually make use of my educational benefits and attend a higher-education institution,” wrote
one respondent and similar sentiments were expressed by others.
As service members begin to plan their transition out of the military, they attend day-long
sessions where the out-processing procedures include explanation of benefits, what to expect
upon discharge, how to request transportation of household items, and other necessary
information to make a smooth transition out of the military. So much information is provided
that service members may not remember what benefits they are entitled to receive. One
respondent wrote that “Learning that I could use my VA Benefits to pay tuition; 9/11 GI Bill,
would be stupid not to take advantage of the benefit. Free education and BAH (Basic Allowance

94
for Housing). Why would I not use it?” Ultimately, having the ability “To obtain a degree
without student debt via the GI Bill” is an ideal position to be in.
Since September 2017, when the “Harry W. Colmery Veterans Educational Assistance
Act of 2017” was signed into law, this legislation, known as the “Forever GI Bill,” provides
veterans the ability to not be rushed to make a decision on college education. Previously,
veterans were required to use up their educational benefits within 15 years of their last period of
active duty (Department of Veterans Affairs, 2019c). In addition, educational benefits may be
able to be transferred to a qualified dependent if on active duty or Selected Reserves. The
Department of Defense decides the request, which is contingent on the service member having
completed six-years of service on the date the transfer request is approved, agree to add four
more years of service, and the person receiving the benefits must enroll in the (DEERS) Defense
Enrolment Eligibility Reporting System (Department of Veterans Affairs, 2020).
The second group of answers came from 5, or 2.16% of the respondents that explained
that someone influenced them to attend college. Student veterans were influenced by a spouse,
parent, or “…a substitute teacher and peers.” “My wife pressured me into it,” may sound, to
many, as a drastic and even impolite way to convince someone to attend college. However, the
support and encouragement from those close to you is often the only nudge that is necessary to
take the step into a new and foreign environment, that is higher education. I know from my own
experience that having the support and encouragement of my wife, who held a master’s degree in
education at the time I was pursuing my undergraduate degree, helped tremendously during the
difficult and challenging times.
The last, and largest group, consisted of an additional 19 respondents, that make up
7.80% of the surveyed group. This group expressed that new opportunities led them to consider

95
college, after not considering it during their military service. Some expressed the opportunity of
a “Career change,” or “Job opportunities.” One respondent had the “Desire to improve [his]
marketability.” Still one of the most fundamental ideas expressed was how obtaining a college
degree would lead to “Better job opportunities and quality of life.” One respondent expressed
the same sentiment that I had when I left the military, “[She] viewed college as a must after
military service.” The belief that education will lead to better opportunities in life was expressed
by a respondent who wrote, “Growth, increase opportunities, increase value I may add to my
family and society.”
Several of the student veterans described the reason to consider their return to college as
being influenced by either a change in life circumstances or being influenced by someone
working in a particular field and their influence led the student veterans to consider college and
take the step to develop their skills.
Survey Question 14: Location of Class Attendance
Student veterans attend classes in a variety of ways. Some attend classes on campus, in
the traditional sense, attending their classes throughout the week in the campus environment
interacting with fellow classmates and faculty. Others are earning their degrees online; PSU has
a wide range of graduate degrees that are available online in business, education, social work,
engineering. These programs allow, not only veterans to attend, but the availability of online
coursework makes it convenient for service members who may still be on active duty, deployed,
or stationed outside of the Continental United States or in another state. Still other students are
blending their coursework, taking classes online and on-campus. Figure 4.14 shows that 101 of
the 231 respondents (43.72%) were students enrolled in online programs. Eighty others,

96
(34.63%), were traditional students who attend classes on campus. Fifty student veterans, or
21.65% of the respondents combine online classes with on-campus classes.

Figure 4.14 – Location of Class Attendance

These data are important for a number of reasons. It is important to understand how
student veterans respond because knowing the on-campus population has the potential to impact
services and programs. Similarly, students studying online, may not be aware of services and
programs that are also in place for them. Institutions of higher learning need to understand the
environment that student veterans are using to advance their college studies. The fact that nearly
half of the respondents are not on campus is telling in terms of understanding how to interact
with student veterans and to identify specific ways to help. Knowing the way that student
veterans are enrolling provides fundamental information regarding the success institutions are
making at meeting the needs of student veterans.

50
80
101
0 20 40 60 80 100 120
Both Methods (21.65%)
On Campus (34.63%)
Online (43.72%)
Cousework Attendance (n=231)
Cousework Attendance (n=231)

97
Survey Question 15: Employment Status
Veterans who utilize their Post 9/11 GI Bill benefits to pay for tuition normally receive a
Monthly Housing Allowance (MHA), which is generally the same as the Basic Allowance for
Housing (BAH) for an enlisted rank of E-5 Sergeant with or without dependents. Housing
allowance is based on Zip code for the school where the student veteran is attending.
Notwithstanding the generous housing allowance provided with the GI Bill benefits, $3,243 with
dependents and $2,940 without dependents in Los Angeles (U.S. Department of Veterans
Affairs, 2019), many student veterans find it necessary to work while attending college.
Figure 4.15 shows that 69 of the respondents, or 29.87%, were full-time students and do
not work while attending school. It also shows that 125, or 54.11% of the respondents work full-
time and 37 respondents, or 16.02% work part-time while attending classes.

Figure 4.15 – Employment Status

Figure 4.15 shows that 162 student veterans were employed while pursuing their college
education, representing 70.13% of the respondents. Over seventy percent of the student veterans
125
37
69
0
20
40
60
80
100
120
140
Work Full-Time (54.11%) Work Part-Time (16.02%) Full-Time Student (29.87%)
Employment Status (n=231)
Employment Status (n=231)

98
who answered this question are employed, in some capacity, while attending college. This
differs significantly from the experiences of the traditional college student.
There are several factors that come to light with this finding. Student veterans who work
while attending PSU may have additional stressors brought on by their employment status. Not
only were the majority of these students entering college older than the traditional college
student, but many may have had the additional burden of the need to work to support a family
while attending school.
Survey Question 16: VA Benefits
Figure 4.16 shows that 224 of the 231 respondents acknowledged that they were
receiving benefits from the Department of Veterans Affairs, representing 96.97% of the
respondents. Five respondents or 2.16% were not receiving VA benefits and only two or 0.87%
of the respondents skipped the question. While the assumption can be made that student veterans
are receiving benefits from the Department of Veterans Affairs, there is a need to know which
benefits programs are being used because not all educational benefit programs are the same.

Figure 4.16 – VA Benefits
2
5
224
0 50 100 150 200 250
Skipped Question (0.87%)
No (2.16%)
Yes (96.97%)
VA Benefits (n=231)
VA Benefits (n=231)

99

Survey Question 17: Type of VA Programs Utilization
As discussed above, the Department of Veterans Affairs administers six educational
programs for veterans, service members and dependents. Student veterans at PSU are utilizing
all the programs. Figure 4.17 shows that 150 or 64.94% of the respondents were using the Post
9/11 GI Bill benefits.

Figure 4.17 – Type of VA Benefit Program Utilization
The next largest group, 45 or 19.48%, of respondents were receiving Vocational
Rehabilitation and Employment (VR&E) benefits. VR&E, also referred as Chapter 31, is a
benefit that has specific eligibility requirements that include that a veteran must be discharged or
released from military service under other than dishonorable conditions and have a service-
connected rating of at 20 percent with an employment handicap or 10 percent rating with a
serious employment handicap (Department of Veterans Affairs, 2020).
Other VA educational programs that respondents were using at PSU include: Yellow
Ribbon (12) or 5.19%, VEAP or the Veterans Educational Assistance Program, a program
5
1
8 9
12
45
150
0
20
40
60
80
100
120
140
160
No Benefits
2.16%
Tuition
Assistance
0.43%
Montgomery
GI Bill 3.46%
VEAP 3.90% Yellow Ribbon
5.19%
Vocational
Rehabilitation
19.48%
Post 9/11 GI
Bill 64.94%
VA Benefits (n=231)
VA Benefits (n=231)

100
created after the Vietnam war and prior to the Montgomery GI Bill in the mid-1980s, was
selected by 9 or 3.90% or the respondents, 8 respondents, or 3.46%, selected the Montgomery GI
Bill, and there was one, or 0.43%, respondent who is attending PSU under the Tuition Assistance
(TA) educational benefit. Tuition Assistance is a program administered by the Department of
Defense is only available to active duty personnel. Similar to the educational benefits from the
Department of Veterans Affairs, Tuition Assistance, offers active duty personnel of all branches
financial assistance for voluntary off-duty education programs in support of professional and
personal self-development goals (Department of Defense, 2020). Finally, a small percentage
2.16%, or five respondents, did not have any type of educational benefits from the Department of
Veterans Affairs.
Survey Question 18: Expectations to Complete Academic Work
Questions 18-23 asked respondents to view their college experience and to select a
descriptive term, from extremely easy, somewhat easy, neither easy nor difficult, somewhat
difficult, or extremely difficult, to address the specific question.
Table 4.0 shows that nearly 69% of respondents found the expectation to complete
academic work as either extremely or somewhat easy. Student veterans describe how the
military instilled discipline helps in terms of academic work. One respondent expressed his time
in the military as a definite help, “During my time in, I gained invaluable professional, technical
and life experiences that are otherwise unattainable through normal means. I know for a fact that
I came back to college with a much different mindset than most of my peers.” Other respondents
shared, “While serving, I gained strong self-discipline skills,” “My military experience proved to
be extremely valuable in the transition to an academic environment.” The skills, gained through

101
military service, that emerged in two open ended questions of this survey included work-ethic,
time management, attention to detail, discipline, structure, humility and commitment.
# Answer Percentage Count
1 Extremely easy 32.90% 76
2 Somewhat easy 35.93% 83
3 Neither easy nor difficult 14.72% 34
4 Somewhat difficult 16.45% 38
5 Extremely difficult 0% 0
Total 100% 231
Table 4.0 – Expectations to Complete College Work
Survey Question 19: Academic Demands of College Work
Table 4.1 shows that the return to academic work is a challenge for student veterans.
Close to 50 percent, 49.87%, deemed academic demands of college work as somewhat or
extremely easy. Respondents who felt neutral about the demands of college work made up
16.45%. Student veterans who answered that academic demand of college work were somewhat
or extremely difficult made up 33.77% of the respondents.
# Answer Percentage Count
1 Extremely easy 19.91% 46
2 Somewhat easy 29.87% 69
3 Neither easy nor difficult 16.45% 38
4 Somewhat difficult 31.17% 72
5 Extremely difficult 2.60% 6
Total 100% 231
Table 4.1 – Academic Demands of College Work

102
Research on student veterans has been typically research on undergraduate student
veterans. There is little, if any research that looks at the graduate student veteran experience as
they transition to higher education. Vacchi (2012) argues that no attention should be given to
graduate student veterans because only 10% of the student veteran population are graduate
students. Results from the follow-up survey for this study, to students who agreed to be
interviewed, showed a higher percentage of graduate student veterans responding to the
questionnaire than undergraduate. One respondent commented that even though the demands of
academic work were somewhat difficult, he believed that there were two important reasons why
he was willing to work through, “To demonstrate that education is a lifelong process to my
children and to better prepare myself for work after retiring from the Army.”
Survey Question 20: Developing Effective Study Skills
Much of the student veteran research focuses on service to the veterans. This is a result of
thinking that all veterans need help. There are many students, student veterans included, that are
in need of assistance in higher education. However, as Table 4.2 shows, many student veterans
are able to develop effective study skills that allow them to succeed in higher education. Of the
231 respondents to question 20, a total of 157 or 67.96% of the respondents felt that developing
the effective study skills for higher education work was either “extremely easy,” “somewhat
easy,” or felt that it was “neither easy nor difficult.”

103
# Answer % Count
1 Extremely easy 16.02% 37
2 Somewhat easy 36.36% 84
3 Neither easy nor difficult 15.58% 36
4 Somewhat difficult 27.28% 63
5 Extremely difficult 4.76% 11
Total 100% 231
Table 4.2 – Developing Effective Study Skills
Survey Question 21: Effectively Manage Time
Table 4.3 provides the results of how student veterans felt about their time management
skills. With a number of student veterans who work, care for children, and attend school, time
management is an essential skill to master while enrolled in higher education. Over sixty-one
percent (61.91%) or 143 of the 231 respondents felt that they were time management was
extremely easy, somewhat easy or were neutral and felt that it was neither easy nor difficult.
There were, however, 88 student veterans who felt that time management of their educational
and personal lives was somewhat or extremely difficult.
# Answer % Count
1 Extremely easy 15.58% 36
2 Somewhat easy 27.71% 64
3 Neither easy nor difficult 18.61% 43
4 Somewhat difficult 32.47% 75
5 Extremely difficult 5.63% 13
Total 100% 231
Table 4.3 – Effectively Manage Time

104
Survey Question 22: Making Friendships
Table 4.4, Making friendships, shows that 52 student veterans or 22.51% of the
respondents felt that it is extremely easy to make friendships. One student veteran commented
that making friends was “Positive. Have met many great students and been involved with various
student groups with the school of social work.” Seventy-one student veterans, or 30.74%, found
making friendships as somewhat easy. Several student veterans commented that their
relationship with their peers was “cordial,” “good,” and “amicable.” Still others, felt that, as
much of the student veteran research shows, there was a disconnect between veterans and non-
veterans. One student veteran commented about his “non-existent” relationship with his peers
because as an undergrad he was “made to feel like I didn’t belong because I was too old…”
Close to 25 percent of the respondents felt that making friendships, getting along with
and interacting with peers in classroom or campus setting, was difficult for student veterans.
Some cited the age difference, but one student put it in a very neutral way by commenting, “I
think I get along pretty well with my peers. I don't speak too often about my service. I bring it up
when necessary but not often. I try to understand my peers and acknowledge that they don't have
the same experiences that I do, which doesn't make them less than me or less informed or
educated.”
In his study, Kuh (2011) discovered that many student veterans found the academic and
social environments to be somewhat foreign, even unfriendly and challenging to navigate. This
study shows that Pacific Southern University was addressing the challenges of unfriendly
environment for student veterans. The results showed that 73.15% or 169 of the 231 respondents
felt that making friendships was either extremely easy, somewhat easy, or neither easy nor
difficult at PSU.

105
# Answer % Count
1 Extremely easy 22.51% 52
2 Somewhat easy 30.74% 71
3 Neither easy nor difficult 19.91% 46
4 Somewhat difficult 19.91% 46
5 Extremely difficult 6.49% 15
6 Skipped Answer 0.44% 1
Total 100% 231
Table 4.4 – Making Friendships
Survey Question 23: Life Balance
Table 4.5 shows the results of the question: My responsibilities as a student are balanced
with other life responsibilities. As we have seen, though out this study, student veterans are
often navigating multiple identities at once (Iverson & Anderson, 2013). Phillips & Young
(2017), in their sixth tenet, are specific about how veterans experience multiple identities at once.
Results from the survey shows a close split in the number of student veterans who
strongly agree of somewhat agree that their responsibilities were balanced, 10 respondents or
4.33%, felt that their responsibilities were balanced. Eighty-seven respondents or 37.66%
selected somewhat agree. Respondents who somewhat disagreed consisted of 50 or 21.65% and
51 or 2208% of the respondents strongly disagreed that their student and personal life were
balanced. Respondents who were neutral accounted for 32 or 13.85% of the total 231
participants.

106
# Answer % Count
1 Strongly agree 4.33% 10
2 Somewhat agree 37.66% 87
3 Neither agree nor disagree 13.85% 32
4 Somewhat disagree 21.65% 50
5 Strongly disagree 22.08% 51
6 Skipped Answer 0.43% 1
Total 100% 231
Table 4.5 – Life Balance.
It is important that any college or university hoping to attract and retain student veterans
and connect with that community, to invest and have support services, in order to do a better job
in helping student veterans make the transitional leap to higher education that gives them both
academic success and personal life balance.
The findings of the Linkert questions align with Hammond (2016), students veterans can
be understood as students, but also, as the sixth tenet of VCT (2017) describes, as individuals
navigating the identities of soldier and student experience. The transition from veteran to student
is never in a straight line – from point A to point B – rather it can be “Z” shaped with student
veterans acting as both a student and a veteran at the same time, adding to the multifaceted
environment of the population.
Survey Question 24: Self-rating of Traits
Question 24, Table 4.6, shows the student veterans self-rating of traits. These traits, academic
ability, competitiveness, drive, leadership, taking risks, spirituality, and compassion, were selected to
gauge how student veterans felt in their academic environment. Asked to self-rate in standing of top 10%,
above average, average, below average, lowest 10%, student veterans’ confidence was evident by the

107
response to each trait. Academic Ability had 229 respondents and the majority (n=225) felt that their
academic ability was ranging from average to the top 10%, compared to their peers. Only 4 respondents
felt that their academic ability was below average or in the lowest 10% of their class standing.
Likewise, the competitiveness trait ranked high in the self-rating. Out of 225 respondents, only
10 respondents felt they were below average when it came to competitiveness. Drive, a necessary trait
during military service, was rated by 225 respondents as average and above average. Only 3 respondents
felt they were below average in possessing drive during their time in college. Not surprisingly, the
leadership trait, one that is considered essential in military service, was rated as from average to top 10%
by 222 of the 227 respondents. A large number, over 60% of the respondents consider themselves as
being in the top 10%. Only five, 4 below average and 1 lowest 10%, respondents rated leadership as a
below average trait. The traits, as rated by this group of student veterans, provide a window at the
personal traits of enrolled student veterans.

# Question
Top
10%

Above
Average
Average
Below
Average

Lowest
10%
Total
1 Academic Ability 37.99% 87 34.93% 80 24.89% 57 1.75% 4 0.44% 1 229
2 Competitiveness 33.33% 75 38.22% 86 24.00% 54 4.45% 10 0.00% 0 225
3 Drive 48.25% 110 38.60% 88 11.84% 27 1.31% 3 0.00% 0 228
4 Leadership 60.35% 137 28.19% 64 9.25% 21 1.76% 4 0.45% 1 227
5 Taking Risks 38.43% 88 33.19% 76 23.14% 53 5.24% 12 0.00% 0 229
6 Spirituality 19.65% 45 17.03% 39 37.55% 86 15.73% 36 10.04% 23 229
7
Compassion -
Understanding
Others
35.53% 81 36.40% 83 20.61% 47 6.58% 15 0.88% 2 228
Table 4.6 – Self-rating of Traits

108
Survey Question 25: Since Returning to College, Has There Been Changes in Relationships
Question 25 asked respondents to rate any change in relationship with friends, siblings,
parents, children, spouse, partner or significant other. As previously stated, student veterans
while transitioning to higher education find it difficult to connect with peers (Griffin, 2012) and
also find academic and social environments to be foreign and challenging to navigate (Kuh,
2011). While family is a strong support network for transitioning veterans, there are times when
the relationships with those closest can become strained. Especially, when student veterans are
not only focused on higher education, but also dealing with the daily demands of being a partner,
spouse, friend, caregiver, or child.

# Question
Strongly
agree

Somewhat
agree

Neither
agree
nor
disagree

Somewhat
disagree

Strongly
disagree
Total
1 Friends 13.16% 30 38.60% 88 34.65% 79 4.39% 10 9.20% 21 228
2 Siblings 8.37% 19 20.26% 46 55.07% 125 5.29% 12 11.01% 25 227
3 Parents 7.93% 18 22.02% 50 50.22% 114 6.61% 15 13.22% 30 227
4 Children 8.97% 20 12.56% 28 64.57% 144 4.48% 10 9.42% 21 223
5
Spouse,
Partner,
Girlfriend,
Boyfriend,
Significant
Other
21.05% 48 28.07% 64 36.84% 84 5.70% 13 8.34% 19 228
Table 4.7 – Change in Relationships

Survey Question 26: Military Service Helped or Hinder Pursuit of College Degree
The results of question 25, an open-ended question, provides a look at what the student
veterans at PSU feel about the pursuit, or expansion, of their college education. This question

109
allowed student to express their thoughts on whether their military experience was helpful in
their pursuit of higher education or if the delay in enrolling in college hinder their pursuit of a
college degree. The response rate of 73.59% or 170 out of the 231 respondents, provided a wide
range of comments from a the simple “helped,” which consisted of 103 respondents to many
others that may provide an insight as to ways that university administrators and student service
professionals can review and see how student veterans feels about their military service.
Respondents expressed their pride in service and some of the comments showed the
confidence that military service provided:
“Military motivated to get to the goals I set out to myself. I am not able to give up on my
goal no matter how hard it is to get to it. I love that! Barely graduated high school and
now I’m going to become a medical professional.”
“Military service instilled a sense of commitment, which helped me complete all of my
education.”
“I think that my time in the military has definitely helped me. During my time in, I've
gained invaluable professional, technical, and life experience that are otherwise
unattainable through normal means. I know for a fact that I came back to college with a
much different mindset than most of my peers.”
“I think I made me appreciate school more.”
Still other respondents had a different approach to their commentary, which often highlighted the
discipline of military service:
“I think that my time in service helped my college career by allowing me to have more
discipline to do the tasks that needed to be completed in school such as studying,
attending events, and making relationships.”

110
“It tremendously helped me. With my work ethic, drive, leadership, responsibility,
perseverance and much more!”
“Definitely helped with discipline and appreciation for what I’m doing.”
“It has helped me tremendously. I feel like I matured quickly during my time in service
compared to how I was before I joined. I developed a strong work ethic and discipline
which has helped me with doing my course work, volunteering with research labs, being
part of a student org and managing time for my own self care.”
A small group of respondents expressed that their military service had hindered their college
education. Some student veterans commented on the difficulties of trying to attend college while
serving on active duty, one respondent’s comment mentioned not only the difficulties of taking
the course work while in the service, but after his discharge the difficulties with the GI Bill
process are part of his college memories:
“Hindered my pursuit. In my case, it was hard to get support to attend school while in the
service until the last two years of my career. Then trying to navigate the GI Bill process
was a nightmare.”
Some respondents provided a dual answer:
“It hindered in that I was "delayed" in attending college, but it helped in that I was more
disciplined, a leader, and more adaptable than new college students.”
Reading the above comment, I could not help to think of my own journey in higher education. I
too, was “delayed” and entered as a college freshman at the age of 25, but like the comment
above, my four-year experience in the U.S. Army provided me with the maturity, discipline, and
perseverance to succeed in the environment.

111
The next two questions of the survey, respondents were asked to provide answers to two
questions about services provided by the university and the university library system. Question
27: Which campus service have you used? Question 28: Which services provided by the library
system have you used? The purpose of the two questions were to gain information about the
services that student veterans were able to use to help improve their transition experience.
Survey Question 27: Campus Services Utilization
Figure 4.18 shows a breakdown of the “yes” and “no” answers of the 231 respondents.
While the data shows a higher number of student veterans utilize the services that are geared to
their educational pursuit (orientations, financial aid, registrar, veterans certification office, and
the veteran resource center), there is a higher number of non-utilization for things that may be
deemed more personal – academic support, health center, or veteran housing. This trend seems
to be backed up by the research of Iverson & Anderson (2013) and Livingston, Havice, Cowthon
& Fleming (2011) where they present the social and academic needs of returning veterans.
Veteran Success on Campus (VSOC) is dependent on a variety of steps. One step
recommends colleges and universities create a campus environment that provide student veterans
with trust and a sense of connection (Department of Veterans Affairs, 2012). Student veteran
awareness of the VSOC efforts by the university is an important step, which suggests that having
a Central Veterans Office is crucial to the coordination of services available for student veterans.
Figure 4.18 provides the respondents utilization of campus services. The graph shows that
student veterans, for the most part, utilize the services that are deemed necessary for students in
college, such as attending orientations, using the certification office, visiting the resource center,
and interacting with the financial aid office. The graph shows, however, an increase in “no”
answers to services such as, academic support, health center, and housing for veterans. Specific

112
housing for veterans is a new service at PSU. Student veterans are able to rent a living space on
a twelve-month contract, rather than the ten-month academic year contract when utilizing
university housing. Allowing student veterans the option to stay in housing for the whole year
creates a much welcoming environment for student veterans that select that particular option.
One drawback, however, is there is still a shortage of housing that can be provided to the student
veterans.

Figure 4.18 – Utilization of Campus Services

7
57
65
158
173
183
193
200
233
187
182
93
76
67
57
51
0 50 100 150 200 250
Veteran Specific Housing
Student Health Center
Academic Support Center
Financial Aid Office
Registrar's Office
Veterans Resource Center
Veterans Certification Office
Attended Orientation Session
Question #27 - Campus Services
No Yes

113
Survey Question 28: Utilization of University Library Systems

Figure 4.19 – Utilization of University Library Services

PSU’s libraries are places where students can find a place to study, speak with a staff
member or librarian to learn about resources available or to learn and navigate through the
abundance of research databases. Reviewing the data, shows the respondents are evenly split in
spending time in the library. Similarly, speaking with a staff member or librarian is pretty evenly
split, too. As far as using resources, such as databases, journal searching, research guides, and
the library website, the data shows that a majority of the respondents utilize those services. One
data point that is promising, receiving library orientations, provides initial results of a program
that has been in place during the past two-years.
Summary
The research on student veterans has shown that when the basic needs, such as access to
financial aid, support in academic achievement, and other programs are in place with a central
121
223
111
136
161
203
213
115
125
29
136
107
85
45
34
130
0 50 100 150 200 250
Spoken to a Librarian or Library Staff
Used the Library Website
Used the Ask US/FAQs Functions
Received Library Orientation
Use the Library Research Guides
Retrieved journal articles
Used a research database
Used a Library (spent time studying in a library)
No Yes

114
support system in place, student veterans are able to succeed (Radford, 2009; DiRamio,
Ackerman & Mitchell, 2008; and Wert, 2016). This research began with Schlossberg’s (1981)
adulty transition theory (4S model) with the adaptation of the transition model, which relies on
the “moving in,” “moving through,” and “moving out” (Schlossberg, Lynch, & Chickering,
1989). An additional theoretical framework, VCT (2017), from Phillips & Lincoln added to the
understanding of the student veteran experience. The eleven tenets suggested by VCT take a
critical theoretical approach to understand the experiences of student veterans.
The data collected for this project comes from the 231 participants who voluntarily
provided the information through a survey. Not surprising, the data culled from the responses
provides a window as to how student veterans at PSU feel about their experience attending this
university. The data, and textual feedback, sought by this survey can be acted on by the
university and put in place meaningful services that will help student veterans with their
transition. Some of the suggestions provided by respondents would be easy to initiate and
support.

115
We few, we happy few, we band of brothers;
For he to-day that sheds his blood with me
Shall be my brother;...
Henry V, Act 4, Scene iii

CHAPTER 5: DISCUSSION

Since Franklin Delano Roosevelt signed the Service Members Readjustment Act of 1944,
the first GI Bill, men and women have returned home from foreign wars, or satisfied their
military commitment and transitioned to the next phase in their lives, which most often is as a
college student. With the continued global threats and the uncertainty of the social, economic,
and political situation in many countries’ chances are that American servicemembers will find
themselves in harm’s way in the foreseeable future. It is the unknown future that must convince
higher education administrators and student service professionals of the need to have quality
services and support systems in place to meet the needs of all military and student veterans.
This chapter will restate the purpose of the study and discuss the research questions in
order. Brief reviews of the theoretical frames and how the theories support the results of this
study. Next, the conclusions of the study address the implications this study has for university
administrators and student services professionals. Finally, some suggestions for future research
are considered.
Recall that the purpose of this study was to explore the student veterans’ overall
satisfaction, experiences during their transition from the military to higher education, and
institutional support at a private four-year research university. More specifically, the purpose of
this case study was to explore how services provided at the higher institution are useful in
allowing student veterans to navigate the transition to college. The main question was guided by
four sub-questions:

116
(a) how military veterans view their college experience,
(b) what resources, external and internal of their institutions, were available to student
veterans,
(c) what needs could not be met, and
(d) how their choice to serve in the military prior to pursuing a college career helped or
hindered their pursuit.
The theoretical frameworks that informed the study were supported by the application of
Phillips and Lincoln (2017) Veteran Critical Theory (VCT) and Schlossberg’s Theory of Adult
Transition (1981). As previously discussed in Chapter Two, VCT challenges the current norms
of institutions of higher learning and suggest ways to change and understand, respect, and better
serve student veterans (Phillips & Lincoln, 2017). Schlossberg (1981) introduced the 4S model
(situation, self, support, and strategies) and depicts a transition as any event or non-event that
results in changes in the individual’s relationship (Schlossberg, et al., 1995).
Discussion
The main question of this study sought to answer, “How are the services provided at the
higher education institution useful in allowing student veterans to successfully navigate the
transition at a four-year institution?” The review of the literature provided a number of studies
that allowed to have a broader understanding of college students, that included traditional
students. Studies included the consequences of residential learning communities (Pike, 1999),
college satisfaction and achievement motivation (Donohue & Wong, 1997), first-generation
students (Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996), and studies on a sense of
community and motivation in college students (Wighting, Liu, & Rovani, 2008). Research on
non-traditional students have focused on topics such as university life of a non-traditional

117
students (Gilardi & Guglielmetti, 2011) and barriers experienced in entering into higher
education (Bowl, 2001).
Research on student veteran has increased in recent years with studies that focus on the
experiences brought about due to transitions (Rumann, 2010), studies on services provided by
the institutions (Cook & Kim, 2009), and the lack of understanding student veterans (DiRamio &
Jarvis, 2011). In recent years, there has been a slight increase in the number of resources made
available to student veterans (Abel et al., 2013). The new demographic, student veterans as a
group, is beginning to be understood at colleges and universities, but the necessary services are
not keeping pace with the increase of student veteran population. Some of the responses
addresses how beneficial it was to have easy access to the office of veterans’ services
(Certification Office), “the online form to ensure VA eligibility and the student veterans services
team support has been great.” Another respondent acknowledged that “having a student support
advisor was most helpful. She was able to answer my questions about time periods, enrollments,
and internships.” A number of responses expressed the benefit of knowing who to approach
about resources for veterans.
Available Resources. During their military service, service members are often assigned
someone from their new duty station to help with the in processing. These personnel accompany
the service member throughout the first few weeks to make sure the service member settles into
their new unit and base successfully. Veterans, used to this type of support during their military
career, understand that things may be different in the civilian world. Nevertheless, having some
type of support when arriving on campus, is an expectation.
Overall reaction to the services provided at PSU is positive. There are, however, a few
distinct responses that are crucial for the university administration to review. A specific

118
response to the question of resources stated, “I feel PSU hits the mark pretty well with most
issues in general. The only issue I have is the fact that the veteran community does not have its
own space like the other cultural groups do.” Another response concurred, “Please have a more
involved military team to help veterans access services and benefits.” While PSU does pride
itself with being a veteran friendly academic institution, there is a missing aspect of fully serving
the student veteran and military families. PSU should make an effort to create a Military and
Veterans Affairs office where student veterans, military family spouses, and dependents can
receive assistance in one office without the need to bounce around campus to a number of
offices. Ideally, the office should be headed by a veteran who has experienced many of the
challenges that the military community experiences in transitioning to higher education.
College campus staff are challenged by the differences that student veterans present from
their traditional aged classmates (DiRamio & Jarvis, 2011). Some of the differences were
exposed in the survey that was sent out to 836 student veterans attending Pacific Southern
University (PSU) in the spring 2020. The semester was doubly challenging because of the
limitations and challenges that were in place due to the COVID 19 pandemic and the survey was
not distributed until the last week of the semester. Still, two hundred and eighty-one student
veterans completed the survey, reflecting a 33.85% response rate. After eliminating respondents
who identified as dependent (n=13), military spouse (n=17), or no answer (n-23), 231 student
veterans were identified from the initial 836 invited students, a response rate of 27.87%.
PSU’s veteran population has remained steadily over 1,000 full-time students in the past five
years. While the enrollment numbers include dependents and military spouses, who are eligible
for educational benefits from the Department of Veterans Affairs, the number of student veterans

119
has remained constant. Figure 5.1 shows the PSU Veteran Community numbers and the
progression of how this study was able to secure the participation of 231 student veterans.

Figure 5.1 – PSU Veteran Community
College Experience. Respondents were asked specific demographic information, perception
of current transition challenges, expectations of academic work, demands, study skills and time
management issues. The responses may guide efforts to improve the academic life and
educational experience of student veterans at PSU. Across the responses, which were rich with
variety of thoughts, needs, interests and desires, showed that student veterans are a diverse group
that should not be considered as homogenous. Rather, student veterans must be viewed as
individuals who require a personalized approach that includes a wide range of services and
programs designed to support them.
Student veterans at PSU come from a rich cross-section of backgrounds, experience and the
diverse demographic data from the survey (See Figures 4.1 through 4.11), allows for greater
examination. Ackerman and DiRamio (2009) found that student veterans face major challenges
231 Student Veterans
in this Study
281 Completed Surveys
836 Survey Invitations Sent to Students
Enrolled in Spring 2020
1,184 Students at PSU identify as Veterans
(Data for 2018 lists 975 Graduate Students and 209
Undergraduate Students) See Figure 3.1

120
during transition from the regimented life in the military to the academic setting that lacks the
structure and support. In adjusting to the academic environment, student veterans often find
challenges in completing academic work, obstacles in meeting academic requirements, effort and
satisfaction with their surroundings (Baker & Siryk, 1989).
Student veterans enrolled at PSU come from all military branches (See Figure 4.2). Of the
survey respondents, just over 80% of those surveyed indicated that they have had a deployment,
either combat or non-combat (See Figure 4.4). For active duty service members, or Reserves
who are called to active duty service, deployments are difficult. While on active duty, the
military ensures that the needs of service members, both personal and professional, are met
(Ackerman & DiRamio, 2009). Thus, service members, who spent a considerable time on active
duty, have a reasonable expectation that the services provided by the university will be organized
and individualized. With 80% of the respondents surveyed indicating of having had a
deployment, the university may need to develop a series of services that begin with planned
intentional support to address the needs of student veterans, allowing them to become self-
directed and self-regulated and allowing them to start their academic career on more stable
footing.
As previously discussed, deployments, especially those to a combat theater, are often the
genesis of additional challenges for student veterans. Universities and colleges must be aware of
those students who served in combat because findings in a Rand Corporation (2009) study
reports that nearly 20% of those who served in combat in Iraq and Afghanistan suffer from
PTSD or TBI. Services, such as mental health care, counseling, and academic support are
essential to the student veterans’ academic success.

121
Unmet Needs. A particular theme that came through the responses, especially those from
graduate students who were enrolled in a “remote programs.” “I cannot link into on-campus
activities and would like to have a graduate veteran group in my cohort,” was the reaction of one
student veteran. Another respondent, a graduate doctoral student, had a similar critique of his
experience. Having described his influence to return to school was due to “The highly reputable
nature of the school and its appearance of support to the veterans.” He goes on to offer that:
“The lack of support that I received while attending the program, both from the school
system and the veterans’ program was extremely disappointing. I never thought that such
a program would break my ambitions to continue in the program and make me feel less
than capable of achieving my dreams as an African American and veteran, but his
program has. Also, the programs that I sought to improve my writing skills were not
made available to me throughout the time I used them.”
The student veteran who expressed the sentiments above was “evicted from the program” due to
the instructor’s evaluation of his writing skills. Assuming that services such as the writing center
or tutoring were available, it is difficult to understand what the challenges for this student veteran
were. One thing though, is that several respondents shared similar reactions. Another graduate
student shared, his challenges with PTSD and other disabilities as having hindered the college
experience but felt that “PSU claims to be veteran friendly, but it is not. As a member of the
Veterans Association, we have had to share a space with other staff and have no privacy. There
is no place on campus where we can feel at ease without being overheard and misinterpreted, as
has been the case in the past.” He continues, “PSU sees veterans as guaranteed money since
most utilize some sort of G.I. Bill funding.” His complaints end with a similar story as above,
“The lack of tutoring is appalling. I was turned away from other schools and tutor centers

122
because no one would help me with statistics, something my department was shorthanded on, so
I turned to other schools who turned me away. Not my opinion, this is my experience.” One
factor that adds to the frustration of student veterans is the gap that some experience between
military service and higher education.
Military Prior to College. Length of service provides a window into the last of the four
sub-questions. According to Zoli, Maury, & Fay (2015), about fifty-three percent of the young
men and women who join the military do so because of the educational benefits that will be
available through the GI Bill, after they end their time in service. As long as the United States
has a military, colleges and universities will continue to have veterans in their student bodies. As
the institutions hope to meet the needs of these future student veterans, particular attention
should be placed on the amount of time that these students have been away from formal
classroom. Whether they joined the military right after high school or paused their education in
order to join the military, the length of time away from the classroom is crucial. The majority of
the respondents indicated that they served between one and five years (Figure 4.3). Moreover,
one hundred and fifty of the respondents (64.94%) reported that their time in service was longer
than five years. These data provide some guidance to university administrators and academic
advisors. Helping student veterans’ transition to an academic setting will require support and
monitoring from a number of on and off-campus service providers.
This survey adds to our understanding of the student veteran transition. As previously
discussed, there is little literature on the success or failure of student veterans relative to the
length of time between separation/retirement from military and enrollment in higher education.
The majority of respondents(61.91%) indicated that they were either still serving (21.65%) or
enrolled in college in a year or less (40.26%), as shown in Figure 4.6. Student veterans, as

123
students at PSU, and active-duty military, as students at PSU, are quite unique and bring a wealth
of life experience and strengths to campus. Some have experienced the horrors of war, others
have accepted the challenges of deployments and separation from loved ones, still others are
knowingly ready to go in harm’s way, at any given moment. Student veterans, for the most part,
have been away from school for many years. They have lived the regimented life of military
service, have been well provided for and lived the structured life. The consequences of having
student veterans, for institutions of higher learning, includes valuing the differences of student
veterans, view their needs in a different way, and ensure that throughout their academic career
they are given the best support and encouragement to succeed.
Multiple Identities. In their sixth tenet of Veteran Critical Theory, Phillips & Lincoln
(2017), suggest that a member of one group may identify as a member of many other
interconnected groups. Being label a veteran is not enough of a description of the person, one
respondent wrote, “For a military spouse, you are a caregiver, employed, going to school, and
many times older (than the other students).” Mezirow (1997) describes how adults acquire a
body of experiences that are used to define their life work.
Many in the student veteran population have placed their education on hold due to their
service commitments. This hold will often create a considerable age gap that can extend
anywhere from three to ten or twenty years. My personal experience in transitioning to a
community college placed me in a classroom as a twenty-five-year-old freshman during my first
year of college.
Student veterans juggle more than just an age difference when they arrive on college
campus. Some have children, some are single parents, married, divorced (See Figure 4.8 and
4.11). According to Tones, Fraser, & Elder (2009), students who are older than 25 years of age,

124
are more to have dependent children and living on their own, which often add economic and time
demand strains. Higher education institutions must understand that the student veteran
population does not transition or adjust to the college environment as traditional college students.
Colleges and universities must remain mindful of that the student veteran population does
not adjust to college in the same manner as the traditional student arriving straight from high
school.
Steps to Success. The difference that exists between student veterans and traditional
college students has been discussed in the literature. For those involved in serving student
veterans during their academic career must adopt, create policies and procedures that take into
account the unique needs and strengths that student veterans bring to campus.
Feelings of isolation in unfamiliar environments after the end of military service
commitment are not uncommon for veterans transitioning to civilian life (Branker, 2009).
Service members, in their initial military training experience a considerable change to their the
thoughts and actions they had as civilians. Military training promotes a strong reliance on
teamwork and teaches the dependence of one another, which is opposite of the experiences the
student veteran will have in the academic setting. In order to overcome these differences,
student veterans must feel welcome and given the opportunity for their academic success.
Most student veterans are eager to start their education soon after separation from the
service. Depending on when they separate from the service and rather than wait for the
traditional start of the academic year, fall semester, student veterans may choose to begin their
schooling at different times and many times at a community college. Recalling, my own
experience where I was impatient and wanting to start school as soon as I separated from the US

125
Army, my application for a community college was filed within a couple of months, after
arriving home.
Student service professionals and higher education administrators must realize that
student veterans may also appreciate a welcome to campus that is different than traditional aged
students. One survey respondent provided comments on how helpful the “student academic
advisor” was and the monthly calls from the “student success advisor” helped in making her feel
more welcomed at school. PSU has recently started to provide student veteran specific
orientations for incoming fall students and for transfer students in the spring semester.
Comments from some of the respondents gave high marks to having a veteran centric orientation
where students are specifically told of academic support services and programs that helps student
veterans.
Student veterans are often not interested in the traditional college social groups, or
learning about life in the dorms, or touring the city attractions. Orientations, while important, are
viewed as informational and relevant to the mission – college graduation. Student veterans are
better served if during an orientation they learn about important offices, such as financial aid,
housing, health services, academic support, or many of the other university offices that are in
place to help the student body. Another area that is helpful, and should be in place at universities,
is career guidance, internship opportunities, and other ways to fund their education.
Orientations, welcome to campus, and programs that acknowledges who they are, respects their
differences, and welcomes them when they arrive are an important part of helping student
veterans succeed.

126
Conclusions
In this study, I wanted to explore the student veterans’ overall satisfaction, their
experiences during transition from the military to higher education and hear of the institutional
support they received at a private, four-year, research university. The 231 participants provided
a portrait of the student veteran population at PSU. Moreover, the.33 students who agreed to
take part on a follow-up survey provided a wealth of information with their short answers to the
questions that explored their experiences as student veterans at PSU.
By far, the majority of the student veterans at Pacific Southern University are succeeding
in their transition. The university provides adequate level of support. Many of the respondents
seemed satisfied with the external support, that is the Department of Veterans Affairs, and the
internal support – and the types – that the university is providing. Student veterans receive
priority registration, financial aid assistance that enables most of students to graduate without
student debt, academic support that gives student veterans the opportunity to be challenged and
succeed. Respondents, did however, offer some areas where the university could improve in
support of student veterans. A space for student veterans was one topic that came up multiple
times. Currently, the university has a Veterans Resource Center (VRC) that opened in 2013,
which was probably done in haste. The university took a space that was occupied by the Greek
Programs (sororities and fraternities) and split the space with the VRC. The VRC also houses
the offices of the VA Certification officers for the university, which is a great place to have
them, however, that shrinks the space even further. Having a space, Veterans Resource Center,
for student veterans is a highly effective way to ensure that they are able to connect with other
veterans, feel safe in a supportive environment, get answer to questions they may have about
university processes in one place.

127
Each participant has experienced a different transition. Some had prior experience in an
academic environment that may have helped with their current academic experience. A student’s
prior instruction and preparation, for the necessary work in college, impacts a college student’s
academic success and retention (Bean, 1980). While it is hard to determine the survey
respondents’ graduation success rate, reading through the answers to the open-ended questions
and follow-up survey questions, the participants displayed a confidence with their studies and
sense of belonging in higher education.
As someone who has experienced the difficulties of transition, I have seen the progress in
the support of student veterans at colleges and universities. During my transition, thirty-years
ago and during peace time, in the 1990s universities lacked the services that are currently
available for student veterans. It is up to us, the student veterans, to help higher education
administrators, student services professionals, and faculty gain an understanding of the
challenges faced by student veterans. Equipped with the understanding, decisions made by
administrators will help inform how best to serve student veterans.
Furthermore, faculty must be given the tools to understand the distinctiveness of the
student veteran demographic and how topics in class may affect these men and women
differently. These student veterans bring life experiences that may help add to the topics and
discussions of the class that are beyond the coverage of a textbook. While, for the most part,
veteran may not want to be singled out in class, open dialog should be kept, ensuring that the
classroom becomes a safe place where topic can be discussed on different subject matter.
For the most part, veterans across eras offer similar evaluations of the job the military did
preparing them for civilian life. However, post 9-11 veterans are more like than those who
served before them to express the difficulty of readjusting to civilian life (Parker et al, 2019)

128
Suggestions
The study has suggestions for stakeholders in higher education that are part of the
transition and higher education success of student veterans. These suggestions may be applicable
to the administrators in higher education as the face the increase in student veteran enrollment
and higher education faculty in preparation for the renewed instruction expected by these
veterans. The following sections explore the suggestions in greater detail.
Higher education administrators. Pew Research Center data, shows that today’s
military is considerably better educated, compared to previous generations. On average, active-
duty officers have at least a bachelor’s degree, including 42% who hold an advanced degree.
The educational profile for enlisted personnel shows that 92% have completed high school or
some college courses. Only about 7% of enlisted personnel have a bachelor’s degree (Parker et
al., 2017). Each year, about 150,000 men and women make a commitment to serve and enlist
(Loughran et al., 2011) and with an average number of military discharges estimated to be about
375,000 per month (Radford, 2009; Steele et al., 2010), it can be assumed that a steady stream of
veterans will continue to seek enrollment at PSU.
The first individuals to make contact with veterans are typically the staff in the
admissions office. The institution must ensure that these staff members are knowledgeable about
the ways PSU is prepared to support the student veteran transition. As the first line of contact,
admission offices should have the understanding of the student veteran demographic and be
cognizant that these non-traditional students may be enrolling as a true freshman, transfer
students, or graduate students. By understanding the uniqueness of this student demographic,
PSU will be better positioned to serve and provide guidance to this group. This may require the

129
implementation of student veteran orientations that provides specific information for navigating
the higher education environment.
Support on campuses has been enhanced by the creation of Offices of Veteran and
Military Service (Abel et al., 2013), augmented by the Council for the Advancement of
Standards in Higher Education’s Veterans and Military-Connected Programs and Services,
which continually develops, reviews, updates, and publishes professional standards for higher
education (CAS, 2012). Many institutions have created offices to support veterans on campus.
PSU has yet to create a specific office, with specific staff assigned to help veterans. The lack of a
dedicated staff impacts the type of services and/or programs that an office may provide. PSU
current staff that has responsibilities for student veteran services is also tasked with providing
support to fraternities and sororities.
Student veterans need a space on campus where they can gather with other veterans, feel
safe, and consider it their own. In 2013, PSU established a Veterans Resource Center (VRC),
within the space that housed the Greek programs office. The space was split two-thirds Greek
programs office and one-third VRC. While the space provides study areas, printing, computer
stations, and ready access to certification office, it lacks the sense of belonging to student
veterans because of the shared space, “The only issue I have is the fact that the veteran
community does not have its own space like other cultural groups.” Having a place where
student veterans can go to relax is a necessary support for the students. There were positive
comments from participants. “The Veterans Resource Center provides great support, place to
study, relax, and [where I can find] information on programs,” wrote one respondent. Most
student veterans at PSU felt that the space that was created was fine for the size of the population
in 2013, but with the continued increase in student veteran enrollment there is an opportunity for

130
the university to revisit the issue of the VRC and accommodate a larger group of students with
an improved space.
Lastly, having a program to help staff, faculty, and students understand the advantages of
having student veterans on campus and their contributions in a classroom and campus setting is
important. While PSU has previously hosted the Vet Net Ally program, which is an education
and awareness program that, through the onsite training, develops a network of administrators,
staff, and faculty devoted to establishing a supportive and welcoming environment for veterans,
military service members, and military families (Marshall, 2010), having a one-time half-day
seminar attended by a selected group of staff does not fully allow for understanding the
uniqueness of military veterans and their culture. Moreover, the Eight Keys to Veterans’
Success Sites, a voluntary initiative through the Departments of Education, Veterans Affairs, and
Defense developed as steps that postsecondary institutions can take to assist Veterans and
Service member transitioning to higher education, returning to college to complete a program,
and acquiring career-ready skills (Department of Education, 2014). Institutions establish
professional development for faculty and staff on information about the services that veterans
seek out while attending college, create a culture of trust, ensure that support from campus
leadership is sustained, implement an early alert system to ensure veterans are able to access
academic, career, and financial services, and coordinate and centralize efforts for all veterans,
including the creation of a designated space for them. Awareness of the needs of student
veterans, for those who directly work with them, is crucial in the efforts to support student
veterans. Each institution develops a unique program and the training also allows for the
identification of individuals on campus open to help student veterans throughout their

131
educational experience. Ensuring involvement of student veterans allows for a fuller
understanding of their demographic and provides valuable information to staff and faculty.
Higher education faculty. Colleges and universities are established to serve the
traditional age student. As we have discussed throughout this study, the needs of student
veterans, at a college or university, vary from those of traditional age students (Ackerman et al.,
2009). Faculty are in position to recognize the appropriate way to help a student if there is a
request of the need to withdraw due to military demands. Some student veterans may find
themselves need assistance with an unexpected interruption to their education due to an
activation and/or deployment. Faculty must be able to understand what it may mean to a student
veteran to navigate between their military and educational commitments.
Faculty must also recognize that student veterans have a different outlook once they
arrive in college and have distinct attitudes that are brought to the classroom. Military service
members, during training, are well aware as to the training and how it will develop (Halff et al.,
1986), most military training is led by an instructor who often will state the task, condition, and
standard of the upcoming training. After a military training session, service members are not
assigned homework, in the college environment, student veterans are not used to having
homework (Gangné, 1962). Military training is often chaotic, and, unlike classroom teaching,
service members may find the chaos of training as a preparation for any possible situation (Hohl
& Karinch, 2003). The college classroom environment is very different from many a classroom
in a military base. The most obvious differences are the use of technology in the classroom,
laptops and cellphones (Fox et al., 209; McCoy, 2013) and homework (Kitsantas & Zimmerman,
2008).

132
Faculty should understand the approach student veterans may take with their classes,
student veterans are often accustomed to the end goal or completing the mission, so providing a
syllabus with assignments and due dates spelled out will create less anxiety, than not knowing
the specific requirements of a course. Faculty should make every effort to recognize if a student
veteran is struggling in class and offer assistance and guidance to not fail at the ultimate goal of
graduation.
Limitations
This study has a number of limitations that may need some clarification. The number of
participants and location of this study is important. While PSU has an enrollment of close to
1,200 student veterans, the list of potential participants provided by the Certification Office was
only 836 individuals. The student veterans in this study, may share similar experiences with
other student veterans, but will not be similar to other veterans enrolled at other institutions of
higher learning. Findings in this study are broad and may assist some other colleges or
universities, but the findings are not intended to be applied to all institutions across the nation.
The intent of this study was to explore the services provided at an institution of higher learning
that are useful to student veterans navigating their transition at a four-year institution.
Future Research Recommendations
Data from this study may be used for further research. Merging the datasets, qualitative
with quantitative results, may allow to look at the qualitative comments segmented by the
various demographic traits found in the quantitative data. Additionally, use of scaled measures,
to determine the level of perceived value of various resources cross-tabbed with demographic
measures may give rich data for each segment of the veteran population in the study.

133
In the last decade, student veteran research has tended to be qualitative studies
(Livingston, 2009; Rumann, 2010; Shea, 2010). In order to truly understand the barriers and
challenges that student veterans face in higher education, works needs to be expanded in the
areas of student veteran demographics to identify reasons for pursuing college and exploring the
retention and graduation rates. There is a lack of studies that can pinpoint the graduation rates,
retention, and persistence of student veterans. There is a need to build on the research that Cate
(2014) authored for the Student Veterans of America. The study, Million Records Project, was
planned and implemented by Student Veterans of America to address gaps in knowledge in areas
of postsecondary academic outcomes where inconsistent methods of collecting data created
confusion about the student veteran completion rates in higher education (Cate, 2014). It’s been
six-years since the study was completed and as the flow of veterans deciding to pursue a college
education continues, additional research is necessary to address the gaps in knowledge and
determine the best way to promote student veteran success with the proper policies and practices
in place (Cate, 2014).
Veteran Critical Theory (Phillips & Lincoln, 2017) provides an important blueprint for
future research. The tenets described by VCT focus on student veterans but applying the tenets
to other aspects of higher education may help researchers and higher education policy makers
understand the veterans’ experience (VCT, 2017).
By removing barriers for military students and having personnel with prior military
service in place to assist with the transition process, student veterans will perceive universities as
military-or veteran-friendly (Akerman et al., 2009; Elliot et al., 2011; Lokken et al., 2009;
Rumann & Hamrick, 2009, 2010; Ryan, Carlstrom, Hughey & Harris, 2011).

134
Chapter Summary

Chapter Five, the last chapter of this dissertation. I reminder the reader of the purpose of
the study and provided a discussion of the findings, as they relate to main question and four sub-
questions. Findings suggest that students are receiving some helpful resources, but there are still
unmet needs that universities may want to further investigate. Next, I discussed the student
veteran college experience and transition process, based on the participants responses. Moreover,
I discussed the multiple identities (VCT, 2017) and how these may impact university
stakeholders. The stakeholders are higher education administrators who work with student
veterans are create a military friendly environment to help with a successful transition from the
military through higher education. Higher education faculty who are positioned to see, firsthand,
the experiences of the students during the transition process. Veterans who transition into higher
education must recognize that the participants of this study may provide an insight and help them
with their transition. Last, I provided some recommendations on future research.
Ted Mitchel, the Under Secretary of Education in 2016, is quoted in press release that
rings true today, as it did then:
“Higher education has never mattered so much, to so many—as a means of social
mobility, an engine of our economy, and a defender of our democracy. Today's average
student is no longer the 18-year-old whose parents drive her up to college in a minivan
stuffed with boxes. Instead, the average student may be a 24-year-old returning veteran, a
36-year-old single mother, a part-time student juggling work and college, or the first-
generation college student” (U.S. Department of Education, 2016).
Given the social, political, and educational environment that this country finds itself at
this moment in history, it is essential that the people who choose to pursue postsecondary

135
education are given the opportunity to do so, without limitations. Those of us in higher
education have an obligation to ensure that access to postsecondary education is open to all.

136
REFERENCES
Abel, S. G., Bright, R. J., & Cooper, R. M. (2013). Offices of veterans and military services. In
F. A. Hamrick & C. B. Rumann (Eds.), Called to serve: A handbook on student veterans
and higher education, (pp. 167-197). San Francisco, CA: Jossey-Bass.
Ackerman, R., DiRamio, D., & Garza, R. (2009). Transitions: Combat veterans as college
students. In Robert Ackerman & DiRamio (Eds.), Creating a veteran-friendly campus:
Strategies for transition and success (pp. 5-14). San Francisco, CA: Jossey-Bass.
Ackerman, R., DiRamio, D., & Mitchell, R. (2009). Transitions: Combat veterans as college
students. New Directions for Student Services. 2009(126), 5-14. doi: 10. 1002/ss/.311
Acronym Finder. (2018). Military and government definitions. Retrieved from:
https://www.acronyfinder.com
Adams J., & Corbett, A. (2010). Experiences of traditional and non-traditional college students.
Perspectives (2) 1, Article 2. Retrieved from:
https://scholars.unh.edu/perpectives/vol2/iss1/2
Advisory Committee on Student Financial Assistance, Pathways to Success: Integrating
Learning with Life and Work to Increase National College Completion, Washington,
D.C.: U.S. Department of Education, February 2012. As of March 16, 2014:
http://www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf
Altschuler, G. & Blumin, S. (2009). The GI Bill: A New Deal for Veterans. New York: Oxford
University Press.

137
American Council on Education. (2008). Serving those who serve: Higher education and
America’s veterans. Washington DC: ACE Fulfillment Service. Retrieved from:
https://www.acenet.edu/news-room/Documents/From-Soldier-to-Student-Easing-the-
Transition-of-Service-Members-on-Campus.pdf
American Council on Education. (2015). Military Connected Undergraduates. Washington DC:
American Council on Education.
Anderson, M. L., & Goodman, J. (2014). From military to civilian life: Applications of
Schlossberg's Model for Veterans in Transition. Career Planning & Adult Development
Journal, 30(3), 40-51.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6
th
ed.). Washington, DC: American Psychological Association.
Anzaldua, G. (1987). Borderlands/La Frontera: The new mestiza. San Francisco, CA: Aunt Lute
Books.
Baechtold, M. & De Sawal, D. M. (2009). Meeting the needs of women veterans. Ackerman, A.
E., & Di Ramio, D. (Eds), Creating a veteran-friendly campus: Strategies for transition
and success. New Directions for Student Services, 126, 35-43.
Baiocchi, D. (2013). Measuring army deployments to Iraq and Afghanistan. Santa Monica, CA:
Rand Corporation. Retrieved from:
https://www.rand.org/content/dam/rand/pubs/research_reports/RR100/RR145/RAND_R
R145.pdf
Bauman, M. C. (2009). Called to serve: The military mobilization of undergraduates (Doctoral
dissertation). Pennsylvania State University, University Park, PA. Retrieved from
http://vets.arizona.edu/clearinghouse/documents/bauman_calledtoserve.pdf

138
Bean, J. (1980). Dropouts and turnover: The synthesis and test of a causal model of student
attrition. Research in Higher Education, 12(2), 155-87.
Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate
student attrition. Review of Educational Research, (55) 4, 485-540.
Bell Jr., D.A. (1980). Brown v. Board of Education and the interest-convergence dilemma.
Harvard Law Review, 93, 518-533.
Bennett, M. J. (1996). When dreams came true: The GI Bill and the making of modern America.
Washington D.C.: Brassey’s.
Bernard, HR. Research methods in anthropology: Qualitative and quantitative approaches. 3rd.
Alta Mira Press; Walnut Creek, CA: 2002.
Bichrest, M. (2013). A formal literature review of veteran acculturation in higher education.
InSight River Academic Journal, 9(2), 1-12.
Bowl, M. (2001). Experiencing the barriers: Non-traditional students entering higher education.
Research Papers in Education, 16(2), 141-160.
Branker, C. (2009). Deserving design: The new generation of student veterans. Journal of
Postsecondary Education and Disability 22(1), 59-66.
Britto, J., & Callahan, P. (2008). Case study: A Hispanic combat veteran returns to college.
Conference on Issues Related to Higher Education and Returning Veterans, SAVAHCS,
11/14/2008.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook,
Military Careers, on the Internet at https://www.bls.gov/ooh/military/military-
careers.htm (visited April 29, 2020).

139
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York, NY:
Routledge.
Callaghan, P. M. (2008). The road to a better Gl Bill. The American Legion Magazine. Retrieved
from http://www.legion.org/mygibill/911gibill
Carlstrom, A. H., Harris, B. S., Hughey, K. F., & Ryan, S. W. (2011). From boots to books:
Applying Schlossberg’s model to transitioning American veterans. NACADA Journal
31(1), 55-63.
Cate, C. A. (2014). Million records project: Research from Student Veterans of America.
Washington, D.C.: Student Veterans of America.
Center for Disease Control and Prevention. (2019). Traumatic brain injury & concussion.
Retrieved from: https://www.cdc.gov/traumaticbraininjury/index.html
Chiodo, J. J. (2010). The Bonus Army: A lesson on the Great Depression. The Social Studies,
102 (1), 33-41, doi: 10.1080/00377991003776072
Church, T. E., (2009). Returning veterans on campus with war related injuries and the long road
back home. Journal of Postsecondary Education and Disability, 22 (1), 46-55.
Congressional Budget Office. (2019). The Post 9/11 GI Bill: Beneficiaries, choices, and cost.
CBO: Washington, D. C. retrieved from:
https://www.cbo.gov/publication/55179#section1
Cook, B., & Kim, Y. (2009). From soldier to student: Easing the transition of service members
on campus. Washington, DC: American Council on Education.
Coreyman, M. (2001). Basic back to school training. Christian Science Monitor, 93 (18).
Council for the Advancement of Standards in Higher Education. (2012). CAS professional
standards for higher education (8th ed.).

140
Crespi, L. P., & Shapleigh, G. S. (1946). “The” veteran – a myth. The Public Opinion Quarterly,
10(3), 361-372.
Cresswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (3
rd
ed.). Thousand Oaks, CA: Sage.
Cresswell, J. W. & Plano Clark, V.L. (2011). Designing and conducting mixed method research
(2
nd
ed.). Thousand Oaks, CA: Sage.
Daniels, R. (1971). The bonus march: An episode of the Great Depression. Westport, CT:
Greenwood Press.
Defense and Veterans Brain Injury Center. (2019). DoD Worldwide Number of TBI. Retrieved
from: https://dvbic.dcoe.mil/dod-worldwide-numbers-tbi
Dickson, P., & Allen, T. (2004). The Bonus Army: An American epic. New York: Walker and
Company.
DiRamio, D., Ackerman, R., & Mitchell, R. (2008). From combat to campus: Voices of student-
veterans. NASPA Journal, (45), 1, 73-102.
DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New
Directions for Student Services, (126), 81-88.
DiRamio, D. & Jarvis, K. (2011). Veterans in higher education: When Johnny and Jane come
marching to campus. ASHE Higher Education Report 37(3). San Francisco: Jossey-Bass.
Diyami, R. (1997). How to succeed in college. Boston, MA: Pearson, Allyn, and Bacon.
Donald, D. H. (1995). Lincoln. London: Jonathan Cape Random House.
Donohue, T. L. & Wong, E. H. (1997). Achievement motivation and college satisfaction in
traditional and nontraditional students. Education, 118(2), 237-243.

141
Dortch, Cassandria. (2018). The Post 9/11 GI Bill: A primer. Congressional Research Service:
Washington, D.C. Retrieved from: https://fas.org/sgp/crs/misc/R42755.pdf
Doyle, L.M., & Peterson, L.K. (2005). Re-Entry and Reintegration: Returning Home after
Combat. Psychiatric Quarterly, 76, 361-370.
Elliott, M., Gonzalez, C., Larsen, B. (2011). U.S. military veterans transition to college: Combat,
PTSD, and alienation on campus. Journal of Student Affairs Research and Practice,
48(3), 279-296.
Field, K. (2008). Cost, convenience drive veterans; college choices. Chronicle of Higher
Education, (54)46. Retrieved from: http:
www.chronicle.com/weekly/v54/i46/46a00101.htm
Fink, A. (2013). How to conduct surveys: A step-by-step guide (5
th
ed.). Los Angeles, CA: Sage
Publications, Inc.
Ford, K., & Vignare, K. (2015). The evolving military learning population: A Review of the
literature. Online Learning, 19(1), 7-30.
Fox, A. B., Rosen, J., & Crawford, M. (2009). Distractions, distractions: does instant messaging
affect college students' performance on a concurrent reading comprehension task? Cyber
Psychology & Behavior, 12(1), 51-53.
Frydl, K. (2009). The GI Bill. New York: Cambridge University Press.
Gagne, R. M. (1962). Military training and principles of learning. American Psychologist, 17(2),
83.
Gilardi, S. & Guglielmetti, C. (2011). University life of non-traditional students: Engagement
styles and impact on attrition. The Journal of Higher Education, 82(1), 33-53.

142
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for
qualitative research. Hawthorne, NY: Aldine
Glover-Graf NM, Miller E, Freeman S. Accommodating veterans with posttraumatic stress
disorder symptoms in the academic setting. Rehabilitation Education. 2010;24:43–56.
Green, L., & Van Dusen, R. (2012). Welcome home: Understanding and serving veteran
transition and identity development in college. 2012 American Counseling Association
Conference, San Francisco, CA. Retrieved December 5, 2012, from
http://www.counseling.org/resources/library/vistas/vistas12/Article_4.pdf
Greenberg, M. (2004). How the GI Bill changed higher education. The Chronicle of Higher
Education, June 18, 2004. Retrieved from: https://www.chronicle.com/article/How-the-
GI-Bill-Changed-Higher/12760
Griffin, K (2012). Easing the transition from combat to classroom: Preserving America’s
investment in higher education for military veterans through institutional assessment.
Washington, D.C.: Center for American Progress.
Griffin, K. & Gilbert, C. (2015). Better transitions for troops: An application of Schlossberg’s
transitional framework to analyses of barriers and institutional support structures for
student veterans. The Journal of Higher Education, 86(1), 71-97.
Goodman, J., Schlossberg, K., & Anderson, M. L. (1997). Counseling adults in transition:
Linking practice with theory. New York, NY: Springer Publishing.
Grossman, P. (2009). Forward with a challenge: Leading our campuses away from the perfect
storm. Journal of Postsecondary Education and Disability, (22)1, 4–9.
Halff, H. M., Hollan, J. D., & Hutchins, E. L. (1986). Cognitive science and military training.
American Psychologist, 41(10), 1131.

143
Hammond, S. (2016). Complex perception of identity. The experience of student combat
veterans in community college. Community College Journal of Research and Practice,
40(2), 146-159.
Harmeyer, E. (2007). Dartmouth president founds college service for wounded veterans.
Retrieved May 13, 2019 from VFW Magazine, http: www.vfw.org
Herrmann, D. (2007, May). What it is like to be a veteran in college today. Presentation at the
Veteran’s Advisory Committee on Education, Washington, DC.
Herrman, D., Raybeck, D., & Wilson, R. (2008). College is for veterans, too. The Chronicle of
Higher Education, 55(13-20). Retrieved from: http://go.galegroup.com.ezp-01.lirn.net
Herrmann, D. (2009). Serving those who serve. The Talking Stick 26(2), 18-21.
Hohl, D. & Karinch, M. (2003). Rangers lead the way: The Army Rangers’ guide to leading your
organization through chaos. Avon, MA: Adams Media Corporation
Hopkins, C., Herrmann, D., Wilson, R., Allen, B., & Malley, L. (Eds.). (2010). Improving
college education for veterans. Washington, DC: CreateSpace Independent Publishing
Platform.
Iverson, S., & Anderson R. (2013). The complexity of veteran identity: Understanding the role of
gender, race, and sexuality. In Hamrick, F., & Rumann, C. (Eds.). Called to serve: A
handbook on student veterans and higher education. (pp. 140-166) San Francisco, CA:
Jossey-Bass.
Katznelson, I. (2005). When affirmative action was white: The untold history of racial inequality
in twentieth-century America. New York, NY: W.W. Norton.

144
Kazis, R., Callahan, A., Davidson, C., McLeod, A., Bosworth, B., Choits, V., et al. (2007). Adult
learners in higher education: Barriers to success and strategies to improve results (No.
2007-03). Washington, DC: Employment and Training Administration, U.S. Department
of Labor
Kim, Y.M., & Cole, J. S. (2013). Student veterans/service members’ engagement in college and
university life and education. Center for Policy Research and Strategy. Washington:
D.C.: American Council of Education.
Kitsantas, A., & Zimmerman, B. J. (2009). College students’ homework and academic
achievement: The mediating role of self-regulatory beliefs. Metacognition and Learning,
4(2), 97-110.
Langbert, M. (2018). Homogenous: The political affiliations of elite liberal college faculty.
Academic Questions. Vol. 31, Issue 2. National Association of Scholars. Retrieved from:
https://www.nas.org/academic-questions/31/2
Library of Congress. (2019). H.R. 3218 – Harry W. Colmery Veterans Educational Assistance
Act of 2017. Retrieved from: https://www.congress.gov/bill/115th-congress/house-
bill/3218
Livingston, W. (2009). Discovering the academic and social transition of re-enrolling student
veterans at one institution: A grounded theory. (Doctoral dissertation) Retrieved from
ProQuest Disserations and Thesis.
Livingston, W., Havice, P., Cawthon, T., & Fleming, D. (2011). Coming. Home: Student
veteran’ articulation of college re-enrollment. Journal of Student Affairs Research and
Practice, 48(3), 315-331. doi: 10.2202/1949-6605.6292.

145
Livingston, W. G., Bauman M. C. (2013). Activations, deployments, and returns. In: Hamrick,
F. A. Raumann, C. B., Associates editors. Called to serve: A handbook on student
veterans and higher education. San Francisco, CA: Jossey Bass, pp. 41-68.
Lofquist, D. (2018). Younger veterans are more educated, more diverse. Retrieved from
http://www.census.gov/library/stories/2018/03/female-veterans.html
Lokken J., Pfeffer D., McAuley J., & Strong C., (2009). A statewide approach to creating
veteran-friendly campuses. New Directions for Student Services, 126, 45-54.
Lopez, C. T. (2016). ROTC has minted over 1,000,000 new lieutenants during its 100-year
history.
Loughran, D. Martorell, P., Miller, T., & Kleman, J. (2011). The effect of military enlistment on
earnings and education. Santa Monica, CA: Rand Arroyo Center.
Lowry, A. (2015). Women at war: A qualitative study of U.S. female military personnel. Their
journeys home, multiple deployments and the effect of war. Doctoral Dissertation.
Retrieved from:
https://trace.tennessee.edu/cgi/viewcontent.cgi?article=4564&context=utk_graddiss
McDonagh, E. C. (1947). Veterans challenge higher education. The Journal of Higher
Education, 18(3), 149-170.
Marshall, T. (2010). A safe zone for veterans: Developing the VET NET Ally program to
increase faculty and staff awareness and sensitivity to the needs of military veterans in
higher education. ProQuest Dissertation Publishing. Retrieved from:
https://search.proquest.com/openview/38b767c47d746a918c55062c810256e5/1?pq-
origsite=gscholar&cbl=18750&diss=y

146
Mezirow, J. (1997) Transformative Learning: Theory to Practice. New Directions for Adult and
Continuing Education, 74, 5-12. http://dx.doi.org/10.1002/ace.7401
Military Friendly Schools. (2019). Military friendly schools: The guide to MFS. Retrieved from:
https://www.militaryfriendly.com/mfsguide/
Molina, D., & Morse, A. (2015). Military-Connected undergraduates: Exploring differences
between National Guard, Reserves, active duty and veterans in higher education.
Washington, D.C.: American Council on Education.
Morreale, C. (2011). Academic motivation and academic self-concept: Military veterans in
higher education. (Doctoral dissertation). Retrieved from ProQuest Dissertations &
Thesis.
Murphy, M. P. (2011). Military veterans and college success: A qualitative examination of
veteran needs in higher education. (Unpublished Doctoral Dissertation). University of
North Carolina: Greensboro, NC.
Neville, L. (2016). US Army Rangers 1989-2015: Panama to Afghanistan. New York: Osprey
Publishing.
O’Brien, T. (2009). The things they carried. New York: Mariner Book, Houghton Mifflin
Harcourt Publishing Company.
Ogren, C. A. (2003). Rethinking the nontraditional student from a historical perspective. The
Journal of Higher Education, 74(6), 640-664.
Osborne, N. J. (2013). Veteran ally: Practical strategies for closing the military-civilian gap on
campus. Innovative Higher Education, 39(3), 1–14.

147
Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring
freedom/operational Iraqi freedom veterans with disabilities transitioning into learning
and workplace environments. New Directions for Adult and Continuing Education, 132,
63–73
Oxford Learner’s Dictionaries. (2019). Definitions; English. Retrieved from:
https://www.oxfordlearnersdictionaries.com/us/definition/english/transfer-student
Palinkas LA, Aarons GA, Horwitz SM, Chamberlain P, Hurlburt M, Landsverk J. Mixed method
designs in implementation research. Administration and Policy in Mental Health and
Mental Health Services Research. 2011; 38:44–53. [PubMed: 20967495]
Parker, K., Cilluffo, A., & Stepler, R. (2017). “6 facts about the U.S. military changing
demographics. Pew Research Center: Washington D.C. Retrieved from:
https://www.pewresearch.org/fact-tank/2017/04/13/6-facts-about-the-u-s-military-and-its-
changing-demographics/
Parker, K., Igielnik, R., Barroso, A., & Cilluffo, A. (2019). “The American veteran experience
and the Post 9/11 generation. Pew Research Center: Washington D.C. Retrieved from:
https://www.pewsocialtrends.org/2019/09/10/the-american-veteran-experience-and-the-
post-9-11-generation/
Phillips, G. & Lincoln, Y. (2017). Introducing veteran critical theory. International Journal of
Qualitative Studies in Education, 30 (7), 656-668.
Pike, , G. R. (1999). The effects of residential learning communities and traditional residential
living arrangements on educational gains during the first year of college. Journal of
College Student Development, 40(3), 269-284.

148
Pitkin, R. B. (1969). How the first GI Bill was written. The American Legion Magazine 86(1),
24-28 & 51-53. Accessed at:
https://www.legion.org/documents/legion/pdf/gibillpitkinpt1.pdf
Radford, A. W. (2011). A profile of military service members and veterans enrolled in post-
secondary education in 207-2008. National Center for Education Statistics. Washington,
D. C.: United States Department of Education. Retrieved from: https://nces.ed.gov
Rand Corporation. (2008). One in Five Iraq and Afghanistan Veterans Suffer from PTSD or
Major Depression. Retrieved from:
http://www.sciencedaily.com/releases/2008/04/080417112102.htm
Ross-Gordon, J. (2011). Research on adult learners: Supporting the needs of a student population
that is no longer nontraditional. Peer Review, 13(1), 26.
Rumann, C. B. (2010). Student veterans returning to community college: Understanding their
transitions. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses
database. (UMI No. 3403830).
Rumann, C.B., & Harrick, F. A. (2009). Helping veterans with disabilities transition to
employment. Journal of Postsecondary Education & Disability, 22 (1), 67-74
Rumann, C. B., & Harrick, F. A. (2010). Student veterans in transition: Re-enrolling after war
zone deployments. The Journal of Higher Education, 81(4), 431-458.
Rumann, C., Rivera, M., & Hernandez, I. (2011). Student veterans and community colleges. New
Directions for Community Colleges, 155, 51-58.
Ryan, S. W., Carlstrom, A. H., Hughey, K. F., & Harris, B. S. (2011). From boots to books:
Applying Schlossberg’s model to transitioning American Veterans. NACADA Journal,
31(1), 55-63.

149
Sander, L. (2012, March 11). Out of uniform: At half a million and counting, veterans cash in on
Post 9/11 GI Bill. The Chronicle of Higher Education. Retrieved from:
http://chronicle.com/article/At-Half-a-Million- and/131112/
Sargent, A. G & Schlossberg, N. K. (1988). Managing adult transitions. Training and
Development Journal 42(12), 58-60.
Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition. The
Counseling Psychologist, 9(2), 2–18.
Schlossberg, N. K., Lynch, A. Q., & Chickering, A. W. (1989). Improving higher education
environments for adults, San Francisco: Jossey-Bass.
Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2
nd

Ed.). New York, NY: Springer.
Scholsberg, N., Goodman, J. & Anderson, M. (2006). Counseling adults in transition (2
nd
ed.)
New York, NY: Springer.
Semer, C. & Hamering, D. S. (2015). Exploring significant factors that impact academic success
of student veterans in higher education. Journal of Higher Education Theory and
Practice. 15(7), 31-43.
Shea, T., Vujanovic, A., Mansfield, A., Sevin, E., & Liu, F. (2010). Posttraumatic stress disorder
symptoms and functional impairment among OEF and OIF National Guard and Reserve
veterans. Journal of Traumatic Stress, 23(1), 100-107. https://doi.org/10.1002/jts.20497
Shakespeare, W. (1992). King Henry the Fifth (The Edition of The Shakespeare Head Press
Oxford). New York: Dorset Press.
Smith, P. (1987). Redeeming the time: A people’s history of the 1920’s and the New Deal. Vol.
8. New York: Random House.

150
Solomon, L. C., & Gordon, J. J. (1981). The Characteristics and Needs of Adults in
Postsecondary Education. Lexington, MA: Heath.
Spradley, JP. (1979). The ethnographic interview. New York: Holt, Reinhart & Winston.
Steele, J. L., Salcedo, N., & Coley, J. (2010). Military Veterans’ Experiences Using the Post-
9/11 GI Bill and Pursuing Postsecondary Education. Washington, DC: American
Council on Education and RAND Corporation.
Strickley, V. L. (2009). Veterans on campus. Little Falls, NJ: Paperclip Communications.
Sportsman, M. & Thomas, L. (2015). Coming home to school: Challenges and strategies for
effective teaching with military veterans. InSight: A Journal of Scholarly Teaching, 10,
43-55.
Sue, D. W. (Ed.). (2010). Microaggressions and marginality: Manifestation, dynamics, and
impact. Hoboken, N.J.: John Wiley & Sons.
Taylor, Mac. (2017). Understanding the Veterans Services Landscape in California. Sacramento,
CA: The Legislative Analyst’s Office (LAO).
Retrieved from: https://lao.ca.gov/Publications/Reports/3525
Teipe, E. (2002). America’s first veterans and the Revolutionary War pensions. Lewiston, NY:
Edwin Mellen Press.
Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T. & Nora, A. (1996). First-generation
college students: Characteristics, experiences and cognitive development. Research in
Higher Education, 37(1), 1-22.
Thorpe, H. (2015). The VA’s woman problem. The New York Times. Retrieved from:
https://www.nytimes.com/2015/08/16/opinion/sunday/the-vas-woman-problem.html

151
Tinoco, E. M. (2015). Student veterans in higher education: A transitional challenge.
Community Investments, 26(3), 28-44.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research.
Review of Educational Research, 45, 89-125.
Tinto, V. (2002). Promoting student retention: Lessons learned from the United States. Keynote
presentation at the 11
th
Annual Conference of the European Access Network, Prato, Italy.
Retrieved from https://vtinto.expressions.syr.edu/wp-content/uploads/2013/01/European-
Access-Network-2002-Keynote.pdf
Tones, M., Fraser, J., & Elder, R. (2009). Supporting mature-aged students from a low socio-
economic background. Higher Education, 58(4), 505-529.
Torreon, B. S., (2017). U.S. Periods of War and dates of recent conflicts. Washington, D.C.:
Congressional Research Service. Retrieved from: https://congressional-proquest-
com.libproxy1.usc.edu/congressional/docview/t21.d22.crs-2017-ksg-
0080?accountid=14749
USC CIR. (2014). Anonymous. Serving veterans and military families: Best practices for human
service professionals. Center for Innovation and Research on Veterans & Military
Families: Los Angeles, CA. Retrieved from: http://cir.usc.edu/wp-
content/uploads/2014/05/UWT-FF.pdf
United States Army. (2019). Learn how to join. Retrieved from: https://goarmy.com/learn/army-
requirements-and-qualifications.html
United States Department of Defense. (2019). Types of Military Service. Retrieved from Today’s
Military: http://todaysmilitary.com/joining/types-of-military-service

152
United States Department of Defense. (2020). Military Tuition Assistance (TA). Retrieved from:
https://www.dantes.doded.mil/FinancialAid/MilitaryTuitionAssistance.html
United States Department of Justice Civil Rights Division. (2019). Introduction to the ADA.
Retrieved from: https://www.ada.gov/ada_intro.htm
United States Department of Veterans Affairs. (ND). VA history in brief. Retrieved from:
https://www.va.gov/opa/publicatoins/archives/docs/history_in_brief.pdf
United States Department of Veterans Affairs. (2012). The Success of Veterans on America’s
Campuses: A Key Mission. Retrieved from: https://www.benefits.va.gov/vow/docs/08-
30-13_email.pdf
United States Department of Veterans Affairs. (2013). Department of veterans affairs education
program beneficiaries: FY 2000 to FY 2012.
Retrieved from: https://www.va.gov/vetdata/Utilization/EducNation_2012xls
United States Department of Veterans Affairs. (2015). The Post 9/11 GI Bill – It’s your future.
Retrieved from: https://www.gibill.va.gov.pamphlets/CH33/CH33_Pamphlet.pdf.
United States Department of Veterans Affairs. (2016). Suicide among veterans and other
Americans 2001-2014. Office of Suicide Prevention: Washington D.C.
Retrieved from: www.mentalhealth.va.gov/docs/2016suicidedatareport.pdf
United States Department of Veterans Affairs. (2016b). Factors to consider when choosing a
school: A guide before using the GI Bill. Veterans Benefits Administration: Washington,
D. C. Retrieved from:
https://www.benefits.va.gov/gibill/docs/factsheets/Choosing_a_School.pdf

153
United States Department of Veterans Affairs. (20018). VA national suicide data report 2005-
2016. Office of Mental Health and Prevention: Washington D.C. Retrieved from:
https://www.mentalhealth.va.gov/docs/data-
sheets/OMHSP_National_Suicide_Data_Report_2005-2016_508.pdf
United States Department of Veterans Affairs. (2018). About GI Bill. History and timeline.
Retrieved from: https://www.benefits.va.gov/gibill/history.asp
United States Department of Veterans Affairs. (2018 a). About VA History. History of Veterans
Affairs. Retrieved from: https://www.va.gov/about_va/vahistory.asp
United States Department of Veterans Affairs. (2019). History and timeline.
Retrieved from: https://www.benefits.va.gov/gibill/history.asp#top
United States Department of Veteran Affairs. (2019a). Education and training.
Retrieved from: https://www.benefits.va.gov/gibill/
United States Department of Veteran Affairs. (2019b). GI Bill comparison tool.
Retrieved from: https://www.va.gov/gi-bill-comparison-tool
United States Department of Veterans Affairs. (2019c) Forever GI Bill-Harry W. Colmery
Veterans Educational Assistance Act. Retrieved from:
https://www.benefits.va.gov/GIBILL/FGIBSummaries.asp.
United States Department of Veterans Affairs. (2020). Transfer your Post-9/11 GI Bill benefits.
Retrieved from https://www.va.gov./education/transfer-post-9-11-gi-bill-benefits/
United States Department of Veterans Affairs. (2020a). Federal Benefits for Veterans,
Dependents and Survivors: Vocational Rehabilitation and Employment (VR&E).
Retrieved from: https://www.va.gov/opa/publications/benefits_book/benefits_chap03.asp

154
Vacchi, D. (2012a). Considering student veterans on the twenty-first century college campus.
About Campus, 17, 15-21.
Vacchi, D. (2012b). [Review of book Veterans in higher education: When Johnny and Jane
come marching to campus. By D. DiRamio and K. Jarvis] Review of Higher Education,
36(1), pp. 138-139.
Vance, M., & Miller, W. (2009). Serving wounded warriors: Current practices in postsecondary
education. Journal of Postsecondary Education and Disability, 22(1), 18-35.
Veterans for Common Sense (VCS). (2011). Preliminary impact report: Iraq War lives on as
second-costliest U.S. Conflict Fuels Debt. Retrieved from:
http://veteransforcommonsense.org/2011/12/29/vcs-in-the-news-preliminary-impact-
report/
Weaver, J. (1963). Bonus march. American Heritage 14 (4), 18-23.
Wert, J. (2016). How to serve military and veteran students in higher education: A
comprehensive scalable model of service provision. Presentation at the Conference for
the Council of Colleges and Military Educators. Nashville, TN.
Wighting, M. J., Liu, J. & Rovai, A. P. (2008). Distinguishing sense of community and
motivation characteristics between online and traditional college students. The Quarterly
Review of Distance Education, 9(3), 285-295.
World Bank, Armed forces personnel, total. (2018). Retrieved from:
https://data.worldbank.org/indicator/MS.MIL.TOTL.P1?locations=US
Zinger, L., & Cohen, A. (2010). Veterans returning from war into the classroom: How can
colleges be better prepared to meet their needs. Contemporary Issues in Education
Research, 3(1), 39-51.

155
Zoli, C., Maury, R., & Fay, D. (2015). Missing Perspectives: Servicemembers’ Transition from
Service to Civilian Life – Data Driven Research to Exact the Promise of Post 9/11 GI
Bill. Syracuse, NY: Institute for Veterans & Military Families (IVMF).

156
APPENDICES
Appendix A
Survey Invitation Letter
Subject: Student Veterans Services at PSU
Date: September 24, 2014
Dear __________:
My name is Eduardo Tinoco. I am an Ed.D. student at the University of Southern California. I
am conducting a research study on how the services that are provided at your institution are
useful in allowing student veterans to successfully navigate the transition from the military to a
four-year research institution.
This email is an invitation to participate in this research by completing a short survey on your
experiences at the university, in the classroom, life and academic balance, and support while
attending college.
The purpose of my study is to understand the student veteran college experience, available
resources (internal and external of the institution), what is lacking in support, and how the choice
to serve in the military, prior to pursuing college, helped or hindered your pursuit.
Findings of this study will make a significant contribution to student veteran experience research,
inform higher education administrators and student services professionals of the transition
experience of student veterans. The information you share will be secured locally and your
confidentiality and anonymity will be strictly maintained.
The survey itself should take no more than 15 minutes to complete. You can access the survey at:
URL from Qualtrics will be inserted here.
Your participation is voluntary, and you may decline to answer any question and end the survey
anytime you wish without explanation. Your assistance will be greatly appreciated. To thank you
for your contribution you can receive a copy of the findings by contacting me directly. If you
have any questions about the survey, please do not hesitate to contact me at etinoco@usc.edu or
213 740 9167.
Best regards,
Eduardo Tinoco, MLIS
Doctor of Education Student
USC Rossier School of Education

157
Appendix B
Survey Invitation Follow-Up
Subject: Follow-up on Invitation to Participate in Survey of Student Veterans who Transferred to
PSU from a community college.
Date:

Dear PSU Student Veteran
Two weeks ago, an email was sent to you inviting your participation in a study on the services at
PSU that have assisted in making the transition to a four-year institution from community
college. If you have already completed the survey, thank you very much for your assistance. The
response so far has been quite positive! If you have not yet had the chance to contribute to the
research, please take about 15 minutes to do so now. You can access and submit the survey at:
URL from Qualtrics will be placed here.
To date very few studies have been done on this topic, findings of this IRB-approved study will
provide better understanding of the student veteran college experience, available resources
(internal and external of the institution), what is lacking in support, and how the choice to serve
in the military, prior to pursuing college, helped or hindered your pursuit. Your confidentiality
and anonymity will be strictly maintained. To thank you for your contribution you can receive a
copy of the findings by contacting me directly. If you have any questions about the survey,
please do not hesitate to contact me at etinoco@usc.edu or 213 740-9167.
Best regards,
Eduardo Tinoco, MLIS
Doctor of Education Student
USC Rossier School of Education

158

Appendix C
Student Veteran Survey Questions
Section 1 – Demographic Information
1. Veteran, Military Spouse, or Dependent (please select one)
o Veteran
o Military Spouse
o Dependent
2. Branch of Service (select all that apply).
o Army
o Navy
o Air Force
o Marine Corps
o Coast Guard
3. Length of military service
o Less than one year
o 1-5 years
o 6-10 years
o 11-20 years
o Over 20 years
4. Type of military service
o Deployed to combat zone
o Deployed, non-combat
o Never deployed
5. Rank at time of separation
o E-1 to E-4
o E-5 to E-9
o Officer
o Warrant Officer
6. Length of time between your separation/retirement from military and your enrollment in
college
o Less than 6 months
o 6 months to a year
o 1-5 years
o 6-10 years
o 11-20 years
o Over 20 years
7. Gender
o Male
o Female
8. Marital Status
o Divorced
o Married
o Single
o Widowed
9. Ethnicity

159
o African Decent
o Asian
o Caucasian
o Hispanic/Latino
o Native American
o Other
10. Age
o 18-24
o 25-29
o 30-34
o 35-39
o 40 and over
11. Children? Select the one that best describes you
o Single parent
o Married, caring for children with my spouse
o Divorced, sharing custody of the children
12. Did you always plan to enroll in college?
o Yes
o No
13. If not, what led you to enroll in college?
Please describe: _____________________________
__________________________________________
14. How do you take university classes?
o On-campus
o Online
o Both methods
15. Have you worked while attending college?
o Yes, full time
o Yes, part time
o No, I am a full-time student
16. Are you receiving VA Benefits?
o Yes
o No
17. If you are receiving VA assistance, which program are you utilizing?
o Veterans Educational Assistance Program (VEAP)
o Reserve Educational Assistance Program (REAP)
o Montgomery GI Bill
o Post 9/11 GI Bill
o Yellow Ribbon Program
o Survivors’ and Dependents Educational Assistance (DEA or Chapter 35)
o Tuition Assistance (TA)
o Other. – Click to write Choice 8

QUESTIONS 18-23 (Likert Scale)
Since enrolling in college, describe how you have found each of the following situations:

160
18. Understand the expectations required to complete academic work.
o Very Difficult
o Difficult
o Somewhat Difficult
o Somewhat Easy
o Easy
19. Adjust to academic demands of college work.
o Very Difficult
o Difficult
o Somewhat Difficult
o Somewhat Easy
o Easy
20. Develop effective study skills
o Very Difficult
o Difficult
o Somewhat Difficult
o Somewhat Easy
o Easy
21. Effectively manage your time
o Very Difficult
o Difficult
o Somewhat Difficult
o Somewhat Easy
o Easy
22. Make friendships with other students
o Very Difficult
o Difficult
o Somewhat Difficult
o Somewhat Easy
o Easy
23. My responsibilities as a student are balanced with my other life responsibilities.
o Agree
o Disagree
o Undecided
Rate yourself in the following traits. Please compare yourself with other students at your
college using the scale below:
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
24.1 Academic Ability:
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
24.2 Competitiveness:
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4

161
24.3 Drive
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
24.4Leadership
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
24.5Taking Risks
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
24.6 Spirituality
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
24.7 Compassion – understanding of others
Lowest 10% Below Average Average Above Average Top 10%
0 1 2 3 4
Questions 25 (Rating Scale)

Since your return to college, has there been any change in how your relationships with
the following people changed?
Spouse, Partner, Girlfriend, Boyfriend, Significant Other:

25.1 Strongly Somewhat Neither Agree nor Somewhat
Strongly disagree disagree disagree agree
sgree
0 1 2 3 4
25.2 Children:
Strongly Somewhat Neither Agree nor Somewhat Strongly
disagree disagree disagree agree agree
0 1 2 3 4
25.3 Parents:
Strongly Somewhat Neither Agree nor Somewhat Strongly
disagree disagree disagree agree agree
0 1 2 3 4

25.4Siblings:
Strongly Somewhat Neither Agree nor Somewhat Strongly
disagree disagree disagree agree agree
0 1 2 3 4
25.5 Friends:
Strongly Somewhat Neither Agree nor Somewhat Strongly
disagree disagree disagree agree agree
0 1 2 3 4
26. Open Ended Question
Thinking back to your time in the military, do you think serving prior to returning to
college to complete your education, helped you? Or hindered your pursuit of a college
degree?

162

27. Yes/No
Which of the following resources have you used since enrollment?

Financial Aid Office Yes / No
Veterans Resource Center Yes / No
Academic Support Center (tutoring, writing center, etc.) Yes / No
Veteran Specific Housing Yes / No
Student Health Center Yes / No
Attended an Orientation Session Yes / No
Other:
28. _________
Library Specific:
Spoken to a Librarian or Library Staff Yes / No
Received Library Orientation Yes / No
Received Library Instruction during class Yes / No
Used Ask – a – Librarian/Chat Service Yes / No
Reference/Research Support Yes / No
Libraries Research Guides Yes / No
Electronic Resources (databases, eBooks,) Yes / No
Checked out books Yes / No
Visited a Library or spent time studying in a library Yes / No
Visited Special Collections Yes / No
Other:
____________
29. Are you willing to participate in an interview session?
a. Yes
b. No

163
Appendix D
Interview Protocol
Replaced by Follow-up Survey
Question 1: Tell me your current class standing. (Freshman, Sophomore, Junior, Senior,
Graduate Student)What is your major?
Q2. What influenced your decision to return or beginning attending college?
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Q7. What has been the biggest challenge you have faced in attending college?
Q8. How is your life different today, than it was before enrolling in college?
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Q10. What was the biggest surprise in returning to college?
Q11. What can you tell me about the current services that USC has that are helpful? Are there
any other service that need to be enhanced or perhaps develop better programs?
Q12. Is there anything that you wish to add about your experience at USC?

Introduction
Introductory remarks regarding the study’s purpose, consent of participants, data
confidentiality, and the nature of the study will be addressed before the interview recording
begins. Participants will be asked if they fully understand the nature of the study and they have a
right to not answer a question or terminate the interview at any time. Finally, the participants
will be asked if they have any questions before beginning the interview.
Moving In

1. Please state your name, military rank (current or former) and tell me your current
class standing. (Freshman, Sophomore, Junior, Senior).
2. What factors influenced your decision to return or attend college?
3. What type of support have you received in attending college?
4. How would you describe your relationship with other college students been like, so
far?
5. What has been the most helpful thing the university has done to assist you in
adjusting to your current role as a student?
6. Please describe the first time you attended a college class. How did you feel in class?
What was the instructor like? How did you feel?

164
Moving Through

7. What has been the biggest challenge you have faced in attending college?
8. How is your life different today than it was before enrolling in college?
9. Is there anything you wish faculty and staff knew about the needs student veterans
have in attending college?
10. What was the biggest surprise in returning to college?

Moving Out

11. What offices and services on campus have you used the most?
12. Do you keep to yourself or do you associate with other service members/veterans on
campus?
13. What else can you tell me about your experience as a college student?

165
APPENDIX E
Transcripts of Follow-up Questions

Student Veteran #1
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student, medical school
Q2. What influenced your decision to return or beginning attending college?
desire to become a physician
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
on Navy Health Professions Scholarship Program (HPSP) and GI bill, no other aid
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
good. Most students are younger than me but I still have good friendships with classmates 10
years younger
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Nothing specific.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I attended college in 2003 after completion of highschool. I attended a good public school district
and few issues adjusting to college academics
Q7. What has been the biggest challenge you have faced in attending college?
taking time to relax and not always studying
Q8. How is your life different today, than it was before enrolling in college?
Not much different. I was always studying for different quals or recertifications
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
I'm not the best to comment on this. did not face many challenges
Q10. What was the biggest surprise in returning to college?
so much support from USC. First private school i have attended
Q11. What can you tell me about the current services that USC has that are helpful? Are there
Keck school of medicine has an extremely helpful student affairs administration. I feel spoiled
sometimes.
Q12. Is there anything that you wish to add about your experience at USC?
My only experience is with Keck SOM but it has been great. So much support.

166
S V #2
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student, MSW program, Adult Mental Health Wellness
Q2. What influenced your decision to return or beginning attending college?
Retirement from one career (USMC) into another career field
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
No support outside of VA
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Strained and fragile with non-veterans and strong with veterans and veteran family members
(spouse, child/young adult of service member
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Initially, the student support contact was highly beneficial for assistance.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I felt intellectually intimidated and fearful that I would fail. The professor was warm,
encouraging and inspirational.
Q7. What has been the biggest challenge you have faced in attending college?
Time management and the massive amount of time required to actually read all of the required
material each week.
Q8. How is your life different today, than it was before enrolling in college?
Maturation plays a major role in that, but my time at USC has helped me to hone my skill and
focus in on specific aspects of social work.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
I feel isolated due to the lack of cultural awareness and sensitivity they display, usually when
discussing political stances.
Q10. What was the biggest surprise in returning to college?
The biggest surprise was the awareness, and acknowledgment that their political beliefs has
saturated the professors way of thinking and the absence of politically neutral ideas and
approaches.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
any other service that need to be enhanced or perhaps develop better programs?
The library services are amazing and incredibly helpful
Q12. Is there anything that you wish to add about your experience at USC?
You are not a university that focuses on critical thinking, you are a university created by and
financed by left leaning people and institutions and you have focused on indoctrination and
training. I’m not judging it, I’m just asking that we reintroduce critical thinking in the classroom
and allow the ‘educated student’ to draw their own conclusion based on a well rounded
argument/presentation.

167
S V #3
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Senior
Q2. What influenced your decision to return or beginning attending college?
Personal gratification
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Financial aid, career resource center, veteran resource center
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I would save my relationships are pretty engaging
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?

Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I felt nervous, the class was taught on a military base while I was on active duty, the instructor
was straightforward
Q7. What has been the biggest challenge you have faced in attending college?
Finding long-term friends, friends to talk to outside of campus
Q8. How is your life different today, than it was before enrolling in college?
I feel I am more well-rounded, I am more stable, I am also more goal oriented
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Sometimes we are afraid to ask for help with material, Sometimes our disabilities distract us
from being able to focus 100% on lecture
Q10. What was the biggest surprise in returning to college?
How helpful students, staff, and faculty are towards veterans students
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
Services that are helpful I’ve been Financial Aid, veteran resource center, career resource Center,
and individual clubs and organizations that appeal to ones interests
Q12. Is there anything that you wish to add about your experience at USC?
USC has been very helpful in making sure I have the necessary tools to succeed in school

168
S V #4
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student.
Q2. What influenced your decision to return or beginning attending college?
Higher Pay, Upward Mobility
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
scholarships, unsubsidized loans
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Good, immediate comradery
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Immersion was tremendous, student success advisor monthly call and student academic advisors
have been helpful
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
2006 my freshman year of college, felt awkward coming from South Korea to the United States.
First class included a mentorship builder which helped tremendously in identifying my goal and
how to pursue them . Initially I was nervous but given this class with a junior student mentor
helped to relax concerns of anxiety. The instructor was great, however was very trepid on how to
interact with me given I was the only minority in the clss
Q7. What has been the biggest challenge you have faced in attending college?
biggest challenge i've faced in college is financial hardship and motivation to persist until
graduation
Q8. How is your life different today, than it was before enrolling in college?
today I am 14 years removed, having served 10 years Active duty, completing a masters as well I
am more confident in myself and my abilities to persist until completion
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
they should know that many veterans will have knowledge gaps given their space away from
college, we need multiple examples when engaging in the learning process, as training is
different from the classroom in the sense that much is given in theoretical terms while the
military provides direct application of knowledge in practical terms making it more tangible for
the user than simply taking it in through the mind
Q10. What was the biggest surprise in returning to college?
biggest surprise is the amount of veterans
Q11. What can you tell me about the current services that USC has that are helpful? Are there
any other service that need to be enhanced or perhaps develop better programs?
biggest surprise is the amount of veterans
Q12. Is there anything that you wish to add about your experience at USC?
been great up to this point

169
S V #5
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student – Education - OCL
Q2. What influenced your decision to return or beginning attending college?
Use of my GI Bill, I learned I could not transfer it to my daughter.
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Financial aid, GI Bill
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Strong - my cohort is welcoming and open.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
the online form to ensure VA eligibility is easy and the student veterans services team support
has been great.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I was anxious and wanted to perform well. The instructor was warm and talked to us like
professionals.
Q7. What has been the biggest challenge you have faced in attending college?
The max out of GI Bill over two terms instead of the three that I am required to take.
Q8. How is your life different today, than it was before enrolling in college?
I am pursuing a different job, and have the confidence to back up my experience. I am proud to
be a doctoral student
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
not all veterans are the same. Women veterans have as strong a voice as our male counter parts. I
am often overlooked as a veterans and instructors defer to the male students.
Q10. What was the biggest surprise in returning to college?
I am really good at speaking on topics I am passionate about, and the amount of time it takes to
get through all the readings.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
remote veteran programs. I cannot link into the on-campus activities and would like to have a
graduate veteran group in my cohort.
Q12. Is there anything that you wish to add about your experience at USC?
I am proud to be a Trojan

170
S V #6
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
PhD Student, Aerospace Engineering
Q2. What influenced your decision to return or beginning attending college?
Love of academia, and dissatisfaction with military engineering career
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Departmental funding for PhD
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Positive. I get along well with my labmates and fellow grad students.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Nothing. I had my B.S. before joining the military, so I was already acquainted with student life.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
As a grad student, it was refreshing, although I'm a little older than the average student.
Q7. What has been the biggest challenge you have faced in attending college?
Nothing really. Compared to a demanding and something overwhelming military career, going
back to college is pretty enjoyable.
Q8. How is your life different today, than it was before enrolling in college?
More day to day job satisfaction. I really like working in my lab and seeing direct results.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
There were no specific challenges for me related to my military service.
No. I feel like I have an advantage honestly.
Q10. What was the biggest surprise in returning to college?
How much more flexible my time is. Other than TA-ing or taking a few classes, I can schedule
my time however I want.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
The USC Veterans Office is great for GI Bill stuff! They have helped me solve every single
problem I've ever encountered.
Q12. Is there anything that you wish to add about your experience at USC?
USC has been a very welcoming environment. I appreciate that, instead of consistently
reminding me that I'm a veteran, the helped me feel like I'm a student.

171
S V #7
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Advanced Standing Graduate Student- Master in Social Work
Q2. What influenced your decision to return or beginning attending college?
To better myself and help others in need.
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
None; I still have not heard from the Yellow Ribbon Program Representative from the USC.
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I get along fairly well with other social work graduate students.
Q5. What has been the most helpful things that the university has done to help you in adjusting
Having a student support advisor was most helpful. She is able to answer my questions about
time periods, enrollments, and internship.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I was very excited to start college. I could not, however, get the thought out of my head that I
was too old since I started later in life.
Q7. What has been the biggest challenge you have faced in attending college?
My biggest challenge so far is juggling through full time work, full time college along with
internship.
Q8. How is your life different today, than it was before enrolling in college?
I feel that I have better chances in succeeding in life because I have my degree to fall into
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
I wish the process to activate GI Bill was easier. Likewise, I wish the military liaison on campus
was more helpful.
Q10. What was the biggest surprise in returning to college?
That I was more disciplined now that I have experienced military life.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
To military students specifically, none that have been helpful. A more involved military
specialist team would be helpful.
Q12. Is there anything that you wish to add about your experience at USC?
The professors are wonderful. Please have a more involved military team to help veterans access
services and benefits.

172
S V #8
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate Student)What
is your major?
Graduate Student
Q2. What influenced your decision to return or beginning attending college?
The fact that all of my training and qualifications from the military were consistently overlooked because
I didn’t have a degree. Employers would regularly champion veterans, but only if they come with a
degree or are looking for entry-level/minimum wage
Q3. What type of support have you received while attending college don't need to include VA? (financial
aid, scholarships, etc?)
Financial aid (subsidized and unsubsidized), performance grants and the Pell grant
Q4. How would you describe your relationship with other college students? Veterans and non-veterans.
Just about non-existent. In undergrad I was always made to feel like I didn’t belong because I was too old
and in graduate school I feel like my education and experience creat a major disconnect with my peers but
my lack of a graduate degree causes my professors to treat me like I’m not qualified to have any thoughts
or opinions
Q5. What has been the most helpful things that the university has done to help you in adjusting to your
current role as a student? Any orientations, programs, services?
Admitted me and let me do my thing. I appreciate the the chance the school has given me but aside from
letting me attend I don’t really feel any support.
Q6. Please describe the first time you attended a college class. How did you feel in class? What was the
instructor like?
I felt way out of place and super depressed that schools weren’t willing to accept any of my 10 years on
military training and qualifications for credit like the American council on education would keep telling
us that they would.
Q7. What has been the biggest challenge you have faced in attending college?
Isolation. I feel disconnected from my peers because I have far more knowledge and experience but just
as connected from my instructors because without a graduate degree they don’t really care what I have to
say.
Q8. How is your life different today, than it was before enrolling in college?
I have a lot less faith in the degree’s universities give out, undergrad and grad.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face in
attending college?
Nope, I’ve tried that in the past and got nowhere with it so now I’m just here to play the game and get
checks in the block.
Q10. What was the biggest surprise in returning to college?
The level of prestige and education is depressingly lower than I had imagined/hoped. These classes are
nothing but long-winded and drawn out versions of military training. In my ignorance I genuinely
expected more focus on education and critical thought rather than pushing people through for numbers
and making millions off unpaid athletes. Business is business I guess, even if that business is “education.”
Q11. What can you tell me about the current services that USC has that are helpful? Are there A an so far
past bothering to try and find helpful programs that I’m not really sure I could answer this.
Q12. Is there anything that you wish to add about your experience at USC?
Nope, nothing changes so I just keep my head down and keep’er move’n

173
S V #9
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student (OCL Rossier)
Q2. What influenced your decision to return or beginning attending college?
Two reasons: To demonstrate that education is a life long process to my children and to better
prepare myself for work after retiring from the Army.
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
The GI Bill is paying for 95% of the OCL program and I took out a federal loan for $6000 for
the rest.
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
My relationship with both groups is positive. The four veterans or serving members of my OCL
cohort are easy to relate to due to our common experiences.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
The two OCL requirement for immersions on campus.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Nearly all of our classes were via something like zoom. The instructor was great (this was 2018)
and it took me a few months to overcome my imposter syndrome due to the quality of the OCL
students.
Q7. What has been the biggest challenge you have faced in attending college?
Balancing my dissertation work with family commitments
Q8. How is your life different today, than it was before enrolling in college?
My life has significantly changed. Im looking to promote at my current job (DCFS), and
currently see no I have a broader group of friends and I am confident that I will finish my
dissertation on time (especially with the support of my fellow students)
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
No, we should be offered the same support as other students.
Q10. What was the biggest surprise in returning to college?
The opportunity to make connections, especially given the way we learned via digital learning,
all over the world.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
Generally the support offered by USC is helpful. The only exception is the ARES library system.
I have remained underwhelmed by ARES and our cohort migrated all reading files, for each
class, from ARES to google to save time and energy.
Q12. Is there anything that you wish to add about your experience at USC?
I am generally quite happy with my experience at USC and would recommend USC and Rossier
to others.

174
S V #10
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student
Q2. What influenced your decision to return or beginning attending college?
I love learning!
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Post 911 GI Bill and Yellow Ribbon
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I have a great relationship with my fellow students overall.!
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
The on campus Immersions have been the most helpful.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I remember attending Psychology 101 with Dr. Taylor, an awesome instructor and class.
Q7. What has been the biggest challenge you have faced in attending college?
My own immaturity.
Q8. How is your life different today, than it was before enrolling in college?
I have to manage my life and my time with much more discipline, purpose, and precision.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Our military service safeguards the peace and security of the people of the United States and its
allies, and we love our country and deeply appreciate, respect, and value the sacrifices of those
you have gone before us, and that we are people just like everyone else..
Q10. What was the biggest surprise in returning to college?
There have been no big surprises.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
My student advisor has been awesome!
Q12. Is there anything that you wish to add about your experience at USC?
The instructors have been awesome, down to earth, and very personable overall.

175
S V #11
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Sophomore, Writing for Screen and Television
Q2. What influenced your decision to return or beginning attending college?
Post military I knew I would like to do something creative
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
911 GI Bill
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Don't know many vets. Can be difficult to bond with the students that are so much younger than
me. The maturity gap is apparent.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?

Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
The instructor was kind but a little rough around the edges. Nothing like a Drill Instructor. I felt
confident and ready to go after it
Q7. What has been the biggest challenge you have faced in attending college?

Q8. How is your life different today, than it was before enrolling in college?

Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?

Q10. What was the biggest surprise in returning to college?

Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?

Q12. Is there anything that you wish to add about your experience at USC?

176
S V #12
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student – nursing
Q2. What influenced your decision to return or beginning attending college?
Career goals
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Student loans
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Good
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
The Veteran’s Resource Center and LA CASA provide great support, place to study, information
on orientations
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I felt prepared it was an online platform that we had been oriented to
Q7. What has been the biggest challenge you have faced in attending college?
Financial cost
Q8. How is your life different today, than it was before enrolling in college?
I have missed out on a lot of functions due to the dedication required for studies. I only work
part-time and I have gained 40lbs.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Balancing life as a wife of an active duty sailor. I am single most of the time raising children due
to deployments. We need more flexibility as he as graduate students the undergrad students
Q10. What was the biggest surprise in returning to college?
How much has changed with technology
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
We need more support in the nursing program like the MSW program has.
Q12. Is there anything that you wish to add about your experience at USC?
It was overall a good experience and I am excited to be entering the alumni phase after this
semester

177
S V # !3
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Senior, Accounting
Q2. What influenced your decision to return or beginning attending college?
Desire to make a decent wage in a stable industry
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Only VA
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I have a lot of non-veteran friends. I have two friends who are veterans too.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
My professors have encouraged us to form groups and meet other students.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
It was an 8am accounting class. I felt excited and eager to succeed. My instructor, Rueben
Davila, was and is an inspiration.
Q7. What has been the biggest challenge you have faced in attending college?
COVID-19 and virtual learning. I’m a poor virtual student.
Q8. How is your life different today, than it was before enrolling in college?
I worked at my accounting job a lot more before school. I have since quit.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Nothing really. Veterans are normal people but with more life experience.
Q10. What was the biggest surprise in returning to college?
Finding out my classmates are serious, driven individuals.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
TSP at Marshall was helpful. I’m a peer mentor in the LTP at Leventhal now to help the next
cohort of transfer students.
Q12. Is there anything that you wish to add about your experience at USC?
I wish it was easier for transfer students to earn a progressive degree.

178
S V # 14
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student for the Doctoral program
Q2. What influenced your decision to return or beginning attending college?
The highly reputable nature of the school and its appearance of support to the Veterans
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
I’ve received very little support in the program, after entering it.
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
No relationship with other college students.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
The initial entrance of the program there was support from the Advisors, but during the program,
very little support in the program.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I attended in May 2019. I initially was very excited to attend. The instructor initially was kind,
but later became judgmental and critical to the point of harassing me.
Q7. What has been the biggest challenge you have faced in attending college?
Trying to please the instructor was my biggest struggle.
Q8. How is your life different today, than it was before enrolling in college?
I have been evicted from the program, because my instructor said my writing skills are below my
level of the program.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
The lack of support that I received while attending the program, both from the school system and
the veterans program was extremely disappointing. I never thought that such a program would
break my ambitions to continue in the program and make me feels less than capable of achieving
my dreams as an African American and veteran, but this program has. Also, the programs that I
sought to improve my writing skills were not made available to me throughout the time I used
them.
Q10. What was the biggest surprise in returning to college?
That USC is not equipped to support Veterans returning to school.
Q11. What can you tell me about the current services that USC has that are helpful? Are there I
The initial advisory was very supportive and helpful to me.
Q12. Is there anything that you wish to add about your experience at USC?
I would like to prove my worth and value by reapplying myself again to the program, since the
are new directors of the program and it appears the school has been acknowledging their past
failures in support to the veterans and minority.

179
S V #15
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate
Q2. What influenced your decision to return or beginning attending college?
Work/promotion
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
USC Scholarhip. Colleagues.
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
neutral
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Communication/professors
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I took my first college class at the age of 16. From what I recall was feeling a sense of
accomplishment with a little insecurity. I recall liking the class because the professor was very
engaging and didnt just read of the book.
Q7. What has been the biggest challenge you have faced in attending college?
Balancing work, internships, a social life, and homework while mainting my girlfriend happy.
Q8. How is your life different today, than it was before enrolling in college?
My life has significantly changed. Im looking to promote at my current job (DCFS), and
currently see no limit to where my life can take me.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Concentration can be a problem. Specially if there are other factors affecting their studies (family
problems, PTSD, work, unemployment, transitioning from the military).
Q10. What was the biggest surprise in returning to college?
Everyone has a story. I specifically enjoyed being able to meet people that have faced adversity
in life (foster youth).
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
Bring back the immersion experience.
Q12. Is there anything that you wish to add about your experience at USC?
Thank you for accepting me. It was an honor being a student at USC. In life I have to great
accomplishments. Becoming a marine and getting accepted at USC.

180
S V #16
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Senior
Q2. What influenced your decision to return or beginning attending college?
Life goal to obtain bachelor’s degree
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Received the pell grant throughout my time at community college.
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I tend to connect well with others veterans and I even live with some. They make up the majority
of my friends. I have more trouble with non-veterans who are younger. Other non-veterans who
are older in age are easier to relate to for me.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
The transfer student Facebook page helped me find my closest friends and the VRC has helped
me finding the greater community. USC choosing to participate in the yellow ribbon program is
by far the most widespread helpful thing the university does for us.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
August of 2017 at Norco College in Norco, CA. I was very nervous and felt old even though I
was only 23. I was always very engaging in class though.
Q7. What has been the biggest challenge you have faced in attending college?
Staying motivated due to a loss of purpose and college work failing to fill that void. I have
already dropped out once before.
Q8. How is your life different today, than it was before enrolling in college?
It is much more boring and simpler.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
We want to be utilized and given a mission. Many of us find one and make it happen but there
are others who roam aimlessly after they are disconnected from their military identity and
purpose.
Q10. What was the biggest surprise in returning to college?
How unengaged I have felt. I thought school would be intriguing, but I feel that I prefer learning
through real experiences now and now just discussion. The classes that really engage us have
helped me feel more engaged in class.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
I feel that USC hits the mark pretty well with most issues in general. The only issue I have is the
fact that the veteran community does not have its own space like the other cultural groups do.
Q12. Is there anything that you wish to add about your experience at USC?
It is hard adjusting to college but I have never felt that my institutions have actively failed me.
Fight On!

181
S V # 17
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student rosier OCL
Q2. What influenced your decision to return or beginning attending college?
professional advancement opportunities; personal growth; didn't want to waste my Post 9-11
benefits
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
loans
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
good; the same between veterans and non-veterans
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
immersion was helpful
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
the first time I attended a college class was in 1998 so I don't remember. The first time I attended
class for my most recent program (at USC) I felt excited and nervous. My instructor was
professional and patient.
Q7. What has been the biggest challenge you have faced in attending college?
finding time to create quality work; finding motivation to continue the program
Q8. How is your life different today, than it was before enrolling in college?
much busier; less time to do the things I enjoy; less time for my family
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
I have a disability rating from the VA for anxiety but I am ashamed and embarrassed to admit
that it is something I struggle with every single day. After several years I still feel like I should
be able to "suck it up" and just get it done. I won't tell my faculty that I avoid speaking up in
class because I am anxious in the large group settings or that the workload causes me to feel
overwhelmingly depressed. I am embarrassed to ask for extra support which I know they are
reluctant to give because we are all grown ups. Several times I considered talking to the
disability office but decided against it because I know there are people that have more important
needs. This is what I wish I could say to my faculty, anonymously.
Q10. What was the biggest surprise in returning to college?
it is harder than it used to be because I got soft and I tire more easily
Q11. What can you tell me about the current services that USC has that are helpful? Are there I
Doctorate Writing Center is good; My Student Success Advisor has been amazing; I'm not very
familiar with some of the others.
Q12. Is there anything that you wish to add about your experience at USC?
USC has been an excellent experience; If I could change anything it would be the dissertation
process as there has been little support.

182
S V #18
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student; Master in Studies of Law
Q2. What influenced your decision to return or beginning attending college?
Attain additional subject matter expertise from professional academics.
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
n/a
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Practically non-existent - on-line program is study
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Orientations are helpful but I felt self-sufficient and prepared
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
This is my 2nd masters, so I felt very comfortable; the professor was very polite and
accommodating
Q7. What has been the biggest challenge you have faced in attending college?
Time management with work and family
Q8. How is your life different today, than it was before enrolling in college?

Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?

Q10. What was the biggest surprise in returning to college?

Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?

Q12. Is there anything that you wish to add about your experience at USC?

183
S V #19
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
2020 Social Work
Q2. What influenced your decision to return or beginning attending college?
Career to serve Vets, Federal education benefits
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Just student loans, some family help
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Maybe because of my age but all acquaintances. No close friends.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Student Services (Mike Grimm) ... budget cuts killed this
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Engaging, involved with each person, created groups
Q7. What has been the biggest challenge you have faced in attending college?
Finding a good place to live being from outside of So Cal area, making friends for outside school
fun
Q8. How is your life different today, than it was before enrolling in college?
Live in SF City, I have a social life now
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Adjusting back to school after being out for years ...It’s like the school is clueless to this fact.
Also, no live, in person, tutors
Q10. What was the biggest surprise in returning to college?
Technology, reading expectations, lack of friendly students
Q11. What can you tell me about the current services that USC has that are helpful. Are there
Create better social groups for fun things to do. Not just racially oriented groups.
Q12. Is there anything that you wish to add about your experience at USC?
Zero help for personal help. Student therapy on campus only outsources

184
S V #20
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student, MS Project Management
Q2. What influenced your decision to return or beginning attending college?
Could not find work in my skill set and experience level without the degree
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Yellow Ribbon
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Barely there as I am in Utah. Study groups are local. It has been difficult to form connections and
those are accomplished mainly through LinkedIn. We are not allowed to have other students
emails due to privacy laws.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Trojan Family Weekend
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I assume you mean at this University. I am older so I had to overcome technological hurdles of
camera, zoom, whatsup, Ares and other resource access I was unfamiliar with.
Q7. What has been the biggest challenge you have faced in attending college?
The time and effort to get all the reading done and assignments complete.
Q8. How is your life different today, than it was before enrolling in college?
Increased knowledge, frame of reference, understanding of others and diverse opinions. I am
finding my own inner strength and voice.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
For a military spouse, you are a caregiver, employed and going to school and many times older,
experienced. I would have liked to know about the Trojan Family Weekend much earlier (than
over one year into the program). Connection to the campus, faculty, professors is so important
and it enriches the dialog and experience. Please include us and invite us next time.
Q10. What was the biggest surprise in returning to college?
How advanced this University is technologically. Note taking by hand is obsolete. I am now a
master of computer snip tools, copy paste tools, recording, etc.
Q11. What can you tell me about the current services that USC has that are helpful? Are there I
Trojan Family Weekend invites to all Bovard students. Alumni inclusion to all online students.
Career center help for all online students, especially I would like to see the Military Spouse
Network get involved with USC and offer assistance. I am older so could use help with resume
review and updating, linkedIn profile update, Interview coaching etc. This education must offer
benefits realization and value through job attainment for its graduates.
Q12. Is there anything that you wish to add about your experience at USC?
This was an incredible experience. Great professors and great program. In comparison to peers
taking classes at SNHU, USC knocks the socks off that program. I loved everything about this
program and I would encourage Bovard to invite students in and involve them. I believe it will
pay huge benefits.

185

S V #21
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student – film and TV production
Q2. What influenced your decision to return or beginning attending college?
The fact that all of my training and qualifications from the military were consistently overlooked
because As a simple explanation: "I love school and learning."
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
VA Vocational Rehab
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I have not met other veterans. My relationship with civilians varies on the personality, but I do
find myself trying to be patient that some do not have the same standards of responsibilities.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
There are general orientations for all, not veteran specific.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
During undergrad, I was surprised how relaxed the professors were about being on time -- some
even being late themselves. This was an art school, however.
Q7. What has been the biggest challenge you have faced in attending college?
Nothing is truly a big obstacle, but working with people who are younger and still in their
partying phase is something I have no interest to be involved in. Not out of judgement but
because I feel older and exhausted (hah).
Q8. How is your life different today, than it was before enrolling in college?
I have a lot less faith in the degree’s universities give out, undergrad and grad.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
There could be an entire book of this, but if I could leave it to one topic - I would address the
divide between vets and civilians. There's such a huge UNNECESSARY gap of understanding
between the two. We are all people who have more in common than differences.
Q10. What was the biggest surprise in returning to college?
Same as above -- how relaxed people are about responsibilities and expectations.
Q11. What can you tell me about the current services that USC has that are helpful? Are there It
would be helpful to have an online group or space where the veterans at USC can connect.
Q12. Is there anything that you wish to add about your experience at USC?
N/A

186
S V #22
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student – Social Work
Q2. What influenced your decision to return or beginning attending college?
Change of career
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)

Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
amicable
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
$5000 scholarship From USC.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
It was a pleasurable experience and I was excited to attend with such bright minds. My instructor
was polite and very knowledgeable.
Q7. What has been the biggest challenge you have faced in attending college?
The coursework load was very overwhelming.
Q8. How is your life different today, than it was before enrolling in college?
Previously I do not have experiences working with Veterans. Now, I’ve completed my dream
internship of clinical social work with veterans.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
The financial predicament that unpaid internship pose on students attempt to complete
coursework is ridiculous. I spent one third of my internship working for free! Work on finding
and building partnerships that pay students during their internship.
Q10. What was the biggest surprise in returning to college?
The speed and sheer amount of information that is required to excel. USC is research standards
are leagues ahead of their peers! I felt super prepared for life post grad school.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
More information on scholarship, assistantships and fellowships.
Q12. Is there anything that you wish to add about your experience at USC?
More announcements for opportunity to join social clubs, and biannual academic invitations to
join honors society for social work.

187
S V #23
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student – social work
Q2. What influenced your decision to return or beginning attending college?
Start a career where I can work with other veterans
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Financial aid, scholarships, research fellowships, paid conference travel
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Positive. Have met many great students and been involved with various student groups weighing
the School or Social Work
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
The Veteran’s Resource Center and LA CASA provide great support, place to study, information
on resources, and place to relax. The Military and Veterans Program at the School of Social
Work has provided me with opportunities for professional development outside of the classroom.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
The first time I attended class I felt like I was older than the rest of the undergrads (I also did
undergrad at USC). The instructor was friendly and lectures were very interesting.
Q7. What has been the biggest challenge you have faced in attending college?
Balancing multiple responsibilities such as family responsibilities, class assignments, internship
responsibilities, working as a research assistant, and collaborating with student organizations.
Q8. How is your life different today, than it was before enrolling in college?
Random schedule. Too much gruop work.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?

Q10. What was the biggest surprise in returning to college?
How many resources there are available to student veterans and the non traditional students that
enhance the academic experience
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?

Q12. Is there anything that you wish to add about your experience at USC?

188
S V #24
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Grad student, MBA
Q2. What influenced your decision to return or beginning attending college?
"free" college money from the GI Bill and desire to advance my career
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Financial Aid from Post 9/11 GI Bill and Yellow Ribbon
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Very good and close
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Online MBA resident intensive week
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Online MBA resident intensive week: Exciting! slightly intimidated by other students
Q7. What has been the biggest challenge you have faced in attending college?
Academic challenges.
Q8. How is your life different today, than it was before enrolling in college?
Similar.... but I enjoyed the college experience. I learned that a lot of people don't care about
MBA's as much as I thought. MBA's care about MBA's
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
I like it that professors treat us like everyone else. IT helps us adjust, but we are still called on as
a token spokesperson for some topics which is cool.
Q10. What was the biggest surprise in returning to college?
Seeing other vets that are similar to me.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
Student Veteran support for navigating the GI Bill is really helpful and provides confidence in
the process.
Q12. Is there anything that you wish to add about your experience at USC?

189

SV #25
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student Education
Q2. What influenced your decision to return or beginning attending college?
curiosity
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Tuition Assistance, Montgomery GI bill, and post 911 financial support
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
good
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Nothing was needed.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Extremely professional and courteous.
Q7. What has been the biggest challenge you have faced in attending college?
Staying motivated.
Q8. How is your life different today, than it was before enrolling in college?
Confidence and knowledge on education and leadership has improved.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Yes, I wish veterans had better attitudes and realize they aren’t special or entitled to more respect
than any other student.
Q10. What was the biggest surprise in returning to college?
I was surprised by the large number of staff members whom had served.
Q11. What can you tell me about the current services that USC has that are helpful? Are there I
appreciate the meditation app.
Q12. Is there anything that you wish to add about your experience at USC?
USC has been a great experience.

190
S V #26
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate student – educational counseling
Q2. What influenced your decision to return or beginning attending college?
Upward mobility
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Disable student services
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Presumptive. Surface. Naive.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Orientation
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Isolated. Kind and aware of me.
Q7. What has been the biggest challenge you have faced in attending college?
Black Male and Only Veteran in my cohort.
Q8. How is your life different today, than it was before enrolling in college?
Random schedule. Too much gruop work.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Nonveterans can be helpful
Q10. What was the biggest surprise in returning to college?
Maturity of f Graduate students.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
Veterans group seems silent and afterthoughtish
Q12. Is there anything that you wish to add about your experience at USC?
Race is still relevant.

191
S V #27
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student, my major is Social Work with a military track
Q2. What influenced your decision to return or beginning attending college?
My last child went off to college, and I tried to do my masters when my three children where
little, but it was too much on me being a single parent.
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Chapter 35 with the VA, and Financial aid
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I think I had a good rapport with them l worked well in groups with both veterans ans non
veterans a like.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
the instructors, and I enjoyed the platform, I liked being online yet being able to interact with
other students and getting my questions answered.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
anxious, not sure if I was going to be able to get on, if I had issues will I be able to get the help
right away and get into class. Was I making a mistake in going back to school.
Q7. What has been the biggest challenge you have faced in attending college?
The long hours of studying and the lack of sleep. My loan bill is and always was looming over
me as well.
Q8. How is your life different today, than it was before enrolling in college?
I am more confided that I made the right decision in getting a Masters degree.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Thank you for treating everyone equally, this has been my experience for the most part. For
wanting the best for your students and pushing them to become the best they can be.
Q10. What was the biggest surprise in returning to college?
that I couldn't go to bed at 9 ANY NIGHTS LOL.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
They give each student what it takes to succeed, it is up to the student to take advantage of the
tools they give us when we enroll. I must say I didn't take advantage of them all.
Q12. Is there anything that you wish to add about your experience at USC?
No but thank you for asking.

192
S V #28
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student – social work
Q2. What influenced your decision to return or beginning attending college?
I felt like it was time for me to make a career shift and get back to doing something that helped
people.
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
A scholarship from USC VAC, Vocational Rehab, Post 9/11
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
I think I get along pretty well with my peers. I don't speak too often about my service. I bring it
up when necessary but not often. I try to understand my peers and acknowledge that they don't
have the same experiences that I do, which doesn't make them less than me or less informed or
educated.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
Nothing really.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
After the military? Just for this degree? This isn't the first degree I've gotten since I've been out
of the military. I don't remember wat the first class was like when I got out of the military (it was
in 2013). I felt like the professor was welcoming. The class was interesting and engaging. I
enjoyed it.
Q7. What has been the biggest challenge you have faced in attending college?
Managing stress and workload.
Q8. How is your life different today, than it was before enrolling in college?
I'm close to graduating. I've moved. I've had to secure different funding resources. I'm definitely
tired.
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Q10. What was the biggest surprise in returning to college?
How often people use veteran status as an identity when integrating into civilian life.
Q11. What can you tell me about the current services that USC has that are helpful? Are there
The veterans certification office was always really helpful and responsive. I have no complaints
about that office.
Q12. Is there anything that you wish to add about your experience at USC?
No

193
S V #29
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate Student
Q2. What influenced your decision to return or beginning attending college?
Needed a Doctorate
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Only Financial aid. No VA.
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Pretty good. It can get frustrating with some that don't notice reality or use logic.
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
NA. Even denied ADA for PTSD and TBI.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
Excited. Really good at explaining things.
Q7. What has been the biggest challenge you have faced in attending college?
Remembering important information that I know I know but can't recall at the moment.
Q8. How is your life different today, than it was before enrolling in college?
same
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
Just because we look healthy. It doesn't mean we are not injured.
Q10. What was the biggest surprise in returning to college?
How much time we waste on certain things.
Q11. What can you tell me about the current services that USC has that are helpful? Are there I
Have not used many services. They can be confusing to navigate.
Q12. Is there anything that you wish to add about your experience at USC?
Don't if i would do it again.

194
S V #30
Q1. Tell me your current class standing. (Freshman, Sophomore, Junior, Senior, Graduate
Student)What is your major?
Graduate
Q2. What influenced your decision to return or beginning attending college?
Change careers
Q3. What type of support have you received while attending college don't need to include VA?
(financial aid, scholarships, etc?)
Financial aid
Q4. How would you describe your relationship with other college students? Veterans and non-
veterans.
Cordial
Q5. What has been the most helpful things that the university has done to help you in adjusting
to your current role as a student? Any orientations, programs, services?
None.
Q6. Please describe the first time you attended a college class. How did you feel in class? What
was the instructor like?
I am assuming the question is related to attending a college class recently and not prior to
enrolling at USC, I felt fine.
Q7. What has been the biggest challenge you have faced in attending college?
Changing schedule to accommodate classes, internship, and sleep
Q8. How is your life different today, than it was before enrolling in college?
I know I can overcome any academic difficulty
Q9. Is there anything you wish faculty and staff knew about the challenges student veterans face
in attending college?
We have more resilience than your average student and can be relied upon for leading groups
Q10. What was the biggest surprise in returning to college?
That I can function properly without as much sleep as I would prefer.
Q11. What can you tell me about the current services that USC has that are helpful. Are there
any other services that need to be enhanced or perhaps develop better programs?
Veterans Service certified me timely and accurately.
Q12. Is there anything that you wish to add about your experience at USC?
None that I can think of

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Equity and access for veteran's students in the California community colleges

PDF

Schlossberg's transition theory: a framework for evaluating student-veterans’ transition to higher education institutions

PDF

Applying Schlossberg’s transition theory to the student veteran transfer experience at the University of Southern California: a qualitative case study

PDF

Authors of our story: Black female students' experience during their first year at a predominantly White institution through a syncretic lens of critical race feminism and Afro-pessimism

PDF

Walking away from the game: a phenomenological study on student-athletes career transition

PDF

Pa’delante, la lucha continúa: resiliency among Latinx college students with past experiences of bullying

PDF

Teachers’ experiences and preparedness to teach in an inclusive environment

PDF

Out of the darkness into the marvelous light: anti-Black racism awareness in teacher education

PDF

Beyond persistence and graduation rates: examining the career exploration processes of first-generation college students

PDF

Exploring the academic success of black male former student-athletes and their experiences with academic support upon re-entry to college

PDF

Creating a community of practice: serving student veterans in higher education

PDF

A decolonial praxis of hip-hop: hip-hop culture's connection to resilient youth's critical consciousness and wellbeing

PDF

Stories of persistence and courage: undocumented students' educational experience enrolled at a 4-year institution

PDF

The beauty of resilience: an examination of how continuation high school students overcome daily adversities

PDF

An after thought: support services for distance learners at a post-secondary institution

PDF

Underemployment among U.S. military veterans in the private sector after transitioning from the military

PDF

“Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selectiv...

PDF

Self-evident truth that all men are not perceived equally: examining perspectives of African American male college graduates who have been criminalized

PDF

The lived experiences of Hispanic students with disabilities transitioning to higher education

PDF

Black premedical student retention: exploring campus support programming through the eyes of the student

Asset Metadata

Creator Tinoco, Eduardo Morales (author)

Core Title Exploring the satisfaction, experiences, institutional support of student veterans in transition to higher education: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 09/11/2020

Defense Date 09/11/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag case study,Department of Veterans Affairs,GI Bill,Higher education,institutional support,OAI-PMH Harvest,Post 9/11 GI Bill,private research university,student veterans,Tier-1,transition,transition theory,VCT,veteran critical theory,veteran educational benefits

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hinga, Briana M. (committee chair), Green, Alan (committee member), Shook, Doug (committee member)

Creator Email etinoco@usc.edu,tinocos@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-369224

Unique identifier UC11666590

Identifier etd-TinocoEdua-8951.pdf (filename),usctheses-c89-369224 (legacy record id)

Legacy Identifier etd-TinocoEdua-8951.pdf

Dmrecord 369224

Document Type Dissertation

Rights Tinoco, Eduardo Morales

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA