An Emerging Population: Student Veterans in Higher Education in the 21st Century

Autor/in	Falkey, Mary E.
Titel	An Emerging Population: Student Veterans in Higher Education in the 21st Century
Quelle	In: Journal of Academic Administration in Higher Education, 12 (2016) 1, S.27-39 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-3478
Schlagwörter	Veterans; Military Personnel; Higher Education; Qualitative Research; College Students; Student Characteristics; Interviews; Community Colleges; Nontraditional Students; Developmental Programs; Posttraumatic Stress Disorder; Student Personnel Services; Neurological Impairments; Head Injuries; Federal Legislation; Student Adjustment; Student Attitudes; New York (New York); Virginia; Maryland; California (San Diego); Ohio (Columbus) + Suchen Sie Ihr Suchwort? Kriegsteilnehmer; Veteran; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Collegestudent; Interviewing; Interviewtechnik; Community college; Community College; Entwicklungsplan; Neurodegenerative Erkrankung; Kopfverletzung; Bundesrecht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten
Abstract	This paper, based on a qualitative study, explores the transition experiences of Post-9/11 Era military veterans from active duty military service to college students for the purpose of adding to the body of knowledge about this student population. The subjects, who voluntarily offered to participate, were 15 community college student/veterans and 10 four-year institution student/veterans. The themes which emerged from analysis of the interview transcripts were financial issues, interpersonal issues, academic issues, community issues, isolation, and inconsistency of information received from academic institutions. Community college students reported high levels of interaction with faculty and virtually no interaction with other students, including other student/veterans, while the four-year institution students reported low levels of interaction with faculty, high levels of interaction with other student/veterans, and minimal interaction with nonveteran students. The information suggests the need and opportunity for continued in-depth studies of the student/veteran transition experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01