This study indicated that veterans experienced initial academic challenges but employed maturity, mission mentality, and perseverance to mitigate these obstacles. In practice, identifying student veterans as they enter and re-enroll in college is crucial, as some may not overtly identify as military veterans. Policymakers can work to create policies that provide resources and support for educational institutions focused on positive outcomes for student veterans. Suggestions for future study include obtaining a random, diverse sample of veterans, as well as comparing veterans’ experiences across institutions with strong military heritage and those without such a history in order to determine whether or not this impacts the experiences and re-enrollment processes of student veterans.
Livingston, W. G., Havice, P. A., Cawthon, T. W., & Fleming, D. S. (2011). Coming home: Student veterans’ articulation of college re-enrollment. Journal of Student Affairs Research and Practice, 48(3), 315-331. https://doi.org/10.2202/1949-6605.6292
Adult and Continuing Education | Education | Higher Education | Military and Veterans Studies | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences | Sociology
Higher education, Veterans, Student veterans, College enrollment, Social transitions, Grounded theory
College-student veterans; College attendance; Grounded theory
Institute for Veterans and Military Families at Syracuse University
Institute for Veterans and Military Families at Syracuse University, "Research Brief: "Coming Home: Student Veterans’ Articulation of College Re-Enrollment"" (2012). Institute for Veterans and Military Families. 270.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.