It’s estimated that, in the coming decade, as many as 2 millionstudents with military experience will take advantage of theireducation benefits and attend institutions in all sectors of highereducation. This monograph provides useful information aboutstudents with military experience who attending college by blendingthe theoretical, practical and empirical.
The authors assemble some of the best-known theories andresearch in the literature of the field to provide starting pointsfrom which to investigate the phenomenon of today’s veteranattending college. Other frameworks and theories, particularly fromthe literature on college student development, from recognizablenames such as Baxter Magolda, Braxton, Chickering, Schlossberg, and Tinto, are used—sometimes directly in their own words. New issuesto our generation, such as the unique subpopulation of womenveterans and the challenges they face, are explored.
This volume equips higher education professional with afundamental understanding of the issues faced by the studentveteran population and aims to enable them in their roles ofproviding sorely needed assistance in the transition to college, persistence at the institution, and degree attainment.
This is the third issue in the 37th volume of the Jossey-Bassseries ASHE Higher Education Report. Each monographin the series is the definitive analysis of a tough highereducation problem, based on thorough research of pertinentliterature and institutional experiences. Topics are identified bya national survey. Noted practitioners and scholars are thencommissioned to write the reports, with experts providing criticalreviews of each manuscript before publication.
Содержание
Executive Summary ix
Foreword xiii
Acknowledgments xvii
Old Friends and New Faces 1
Home Alone? Applying Theories of Transition to Support Student Veterans’ Success 7
A Model for Supporting Student Veterans’ Transition 11
Conclusion 17
Commentary from Nancy K. Schlossberg 18
What Matters to Veterans? Peer Influences and the Campus Environment 21
The Military Bond 21
Inputs, Environment, and Outcomes 22
Inputs, Environment, and Outcomes for Veterans 25
Peer Group Supports and Influences 27
Summary and Recommendations 29
Commentary from Alexander W. Astin 32
Transition 2.0: Using Tinto’s Model to Understand Student Veterans’ Persistence 35
Transition and Preentry Attributes 36
Goals and Commitments 40
Initial Institutional Experiences 41
Transition 2.0: Academic and Social Integration 44
Transition 2.0: Academic and Social Integration with the Campus Community 46
Career Services and the Student Veteran 47
New Goals and Intent to Persist 48
Critics of Academic and Social Integration 48
Conclusion 50
Commentary from John M. Braxton 51
Crisis of Identity? Veteran, Civilian, Student 53
Identity Development and Knowledge of Self 54
Self and Others 55
Multiple Roles and Intersecting Identities 56
Crisis, Exploration, and Commitment 59
Multiple Dimensions of Identity 59
Typologies 61
Conclusion 65
Commentary from Linda Reisser 66
Women Warriors: Supporting Female Student Veterans 69
Enduring Effects of Male Turf: Gender and Assumptions 72
Mothers and Warriors: Care and Justice 73
Into a College Environment: Developing a Voice 75
Help Seeking: Learning to Cope 77
Marching Together: Summary 78
Commentary from Margaret Baechtold 79
Ideas for a Self-Authorship Curriculum for Students with Military Experience 81
Classes for Veterans 84
Meaning Making and Self-Authorship 86
Concept Mapping for Curriculum Planning 86
Conclusion 90
Commentary from Marcia B. Baxter Magolda 91
Institutional Response to an Emerging Population of Veterans95
EFA Factor One—Financial Matters 101
EFA Factor Two—Administrative and Strategic Planning105
EFA Factor Three—Advising and Career Services 106
EFA Factor Four—Psychological Counseling Services 107
EFA Factor Five—Veterans Office on Campus 111
Conclusion 112
Concluding Thoughts 113
Appendix A: A Veteran’s Essay 117
Appendix B: Example Syllabus 119
References 121
Name Index 135
Subject Index 139
About the Authors 143
Об авторе
David Di Ramio, a U.S. Navy vateran, is associate professor of higher education administration at Auburn University.
Kathyrn Jarvis is director of academic support at Auburn University. She has served as an administrator and faculty member in higher education for more than thirty years.
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