An Examination of the Transition of Military Veterans to College
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This study examined the transition of U. S. military veterans to college using a qualitative case study methodology. To target a specific institutional culture, data were collected from student veterans on the campus of Stephen F. Austin State University. Twelve research participants were selected from a purposive sample and interviewed. Purposive sampling was further stratified to obtain research participants who represented a diverse veteran profile. Sampling criteria included branch of service, gender, race, military job, age, and duty assignment. In addition to personal interviews, two focus groups participated in the data collection process. Research data were analyzed using a qualitative thematic analysis and code development process. The combination of the generous educational benefits of the Post-9/11 G.I. Bill and a burgeoning veteran population provide excellent opportunities for veterans to attend college and for higher education institutions to welcome them. The Post-9/11 G.I. Bill provides education benefits for United States military veterans who served after September 10, 2001 and meet certain qualifying criteria. With respect to the veteran population, a tremendous number of men and women have served in the United States military since September 10, 2001. Although U. S. military veterans have strong financial support with the Post-9/11 G.I. bill, those who transition from the military to college have concerns and needs. Using a case study approach, this study examines particular transition concerns and needs expressed by student veteran research participants. The study’s theoretical framework included adult-transition theory and multiple dimensions of identity theory as research components. In addition to a literature review of adult-transition theory and multiple dimensions of identity theory, literature was presented that examined military veterans’ higher education transition concerns. The study’s research participants noted a number of student veteran transition concerns that are similar to those presented in prior research. Two major findings in this study included the significance of research participants’ military identity and importance of a formally organized veterans’ resource center.
Gallant, Danny Ray (2015). An Examination of the Transition of Military Veterans to College. Doctoral dissertation, Texas A & M University. Available electronically from