Veterans in Higher Education Thesis

A thesis entitled
VETERANS IN HIGHER EDUCATION: OVERCOMING OBSTACLES AND
ENSURING SUCCESS
submitted to the Carroll University Library in
partial fulfillment of the expectations
and academic requirement of the
degree of Masters in Education
by
Cindy Felix
Research Facilitator, Dr. Edie White Date
Program Chair, Dr. Kimberly White Date
Mentor, Dolores Ocampo Brown Date
Graduate Support Library Liaison, Joseph Handerbrook Date

Veterans In Higher Education: Overcoming Obstacles And Ensuring Success
by
Cindy Felix
A thesis submitted in partial fulfillment
of the requirements for the degree of
Master of Education
at
Carroll University, Waukesha, Wisconsin
May 2015

i
Acknowledgements
To my research facilitator, Dr. White, I cannot thank you enough for the
wonderful advice and guidance. It is because of you that I am now a confident researcher.
I would like to thank my parents for their constant push and encouragement at
times when I felt overwhelmed with the research process. I would not be where I am
today without them.
To my mentor, Dolores, thank you for taking the time out of your busy schedule
to listen to my concerns, my findings, and for advising me on how to be a better
researcher.
I also want to thank my friends, Maria, Adriana, Jazmin, and Melanie. Thank you
for understanding why I could not make every special event while I was completing the
research process, and for your constant support.
Finally, I want to dedicate this thesis to all the men and women who serve and
have served our country. It was an honor being able to tell some of your stories. Thank
you for all the sacrifices that you have done for us, and our country. It is my hope that
this research opportunity will benefit student veterans in higher education institutions
across the nation. And for my fiancé, Andy, thank you. Andy enlisted is the Marine
Corps about four years ago. Your love, patience, and encouragement kept me going, and
seeing you struggle with the college process inspired me to move forward with this
research. This is for you, and everyone else who has gone through such hardship.

ii
TABLE OF CONTENTS
Approval Page
Title Page
Acknowledgements ............................................................................................................. i
Table of Contents................................................................................................................ ii
Abstract .............................................................................................................................. v
CHAPTER ONE INTRODUCTION.............................................................................. 1
Background......................................................................................................................... 2
Statement Problem.............................................................................................................. 4
Purpose ............................................................................................................................... 5
Significance of the Study ................................................................................................... 6
Justification......................................................................................................................... 6
Research Questions ............................................................................................................ 9
Methods............................................................................................................................. 10
Intentions: Delimitations and Limitations........................................................................ 11
Ethical Considerations...................................................................................................... 12
Overview of the Chapters ................................................................................................ 13
CHAPTER TWO LITERATURE REVIEW............................................................... 15
History of Veterans in Higher Education.......................................................................... 15
Higher Education Military Bills........................................................................................ 17
Montgomery GI Bill................................................................................................ ... 19
Montgomery GI Bill- Active Duty.................................................................... ... 19
Montgomery GI Bill- Selected Reserve................................................................ 20
Post 9/11 GI Bill.......................................................................................................... 21
Summary................................................................................................................. .....23
Military Separation and Transitioning Theories............................................................... 23
Schlossberg ................................................................................................................. 24
Moving In, Moving Through, and Moving Out.....................................................26
Tinto’s Model and Common Attributes...................................................................... 26
Summary............................................................................................................................27
Veteran Obstacles............................................................................................................... 28
Isolation........................................................................................................................28
Loss of Identity............................................................................................................ 30

iii
Navigating Higher Education and its Structure........................................................... 32
PTSD and Disabilities............................................................................................ ..... 33
Summary........................................................................................................................... 35
Higher Education Resources............................................................................................. 36
Creating a Veteran Center that Connects Different Departments............................... 36
Creating a Student Veteran Organization.............................................................….. 38
Faculty and Staff and their Role with Student Veterans..............................................41
Connecting Student Veterans with Other Veteran Faculty and Staff................... 41
Mandatory Academic Advising............................................................................ 41
Faculty and Staff Training.......................................................................................... 42
Conclusion........................................................................................................................ 44
CHAPTER THREE METHODOLOGY...................................................................... 46
Research Design................................................................................................................ 46
Participants........................................................................................................................ 47
Informed Consent........................................................................................................ 47
Confidentiality............................................................................................................ 48
Data Collection................................................................................................................. 48
Data Analysis.................................................................................................................... 49
Conclusion........................................................................................................................ 50
CHAPTER FOUR FINDINGS AND ANALYSIS....................................................... 51
Participant Backgrounds................................................................................................... 52
David........................................................................................................................... 52
Nick............................................................................................................................. 53
Victoria....................................................................................................................... 54
Bud.............................................................................................................................. 54
James........................................................................................................................... 55
Max............................................................................................................................. 56
Participant Summaries................................................................................................ 57
Central Themes................................................................................................................. 57
Transition Out of the Military in the Civilian Identity..................................................... 57
David.......................................................................................................................... 58
Nick............................................................................................................................ 60
Victoria....................................................................................................................... 62
Bud............................................................................................................................ 62
James......................................................................................................................... 63
Max........................................................................................................................... 64
Analysis............................................................................................................................ 65
Obstacles as Non-Traditional Students............................................................................ 67
Age and Immaturity.............................................................................................. 67
Attendance, Family, and Flexibility with Classes................................................ 69
CCE........................................................................................................................72
Analysis........................................................................................................................74

iv
Student Veterans and their New Student Identity....................................................... 75
Class Credit for MOS Experience......................................................................... 75
PTSD and Disabilities........................................................................................... 78
Difficult Coordinating Financial Resources from the Veterans Affairs ................80
Analysis....................................................................................................................... 81
Student Veteran Support ..............................................................................................83
Student Veteran Center......................................................................................... 83
Access to a Military Liaison................................................................................. 84
Orientation............................................................................................................ 86
Flexible Classes.................................................................................................... 87
Analysis...................................................................................................................... 89
Conclusion.................................................................................................................. 90
CHAPTER FIVE SUMMARY and CONCLUSIONS................................................ 91
Findings............................................................................................................................ 92
Interpretations of Results................................................................................................. 94
Connections to the Literature........................................................................................... 95
Implications...................................................................................................................... 98
Limitations...................................................................................................................... 101
Future Research and Conclusion.................................................................................... 101
REFERENCES.............................................................................................................. 103
APPENDICES............................................................................................................... 110

v
ABSTRACT
Student Veterans in Higher Education: Overcoming Obstacles and Ensuring Success
by
Cindy Felix
Carroll University, 2015
Under the Supervision of Dr. Edie White
Since the pulling of troops from the wars in Iraq and Afghanistan, higher education
institutions have seen an increase in the student veteran population. However, not all
higher education institutions are prepared for this unique population of students. Through
student veterans’ personal experiences, this study focuses on what obstacles student
veterans encounter in higher education, and how higher education institutions can help
these student veterans succeed. Through a one on one interview, student veterans were
given an opportunity to voice their concerns and ideas. Four themes emerged as a result
of this study: obstacles with student veterans transition out of the military into their
civilian identity, obstacles as a non-traditional students, student veterans and their new
student identity, and ideas for student veteran support. From these themes, the researcher
concluded support groups, having easy access to resources, and knowing the
demographics of the student veterans at the institution, helps student veterans be
successful. Besides giving a voice to student veterans, the objective is to inspire higher
education institutions to create programs or provide services that will help student
veterans be successful, and graduate from a higher education institution

CHAPTER ONE
Introduction
In 2012, a study by the University of Colorado Denver stated “among the
approximately 800,000 military veterans now attending U.S. colleges, an estimated 88
percent drop out of school during their first year and only 3 percent graduate” (Briggs,
2012, p. 1). Other news coverage has cited varying statistics on the amount of student
veterans who graduate. With the withdrawing of the troops from Iraq and Afghanistan,
more veterans are enrolling in higher education institutions than ever before. According
to the Department of Veterans Affairs website, as of 2012, more than 646,302 veterans
are benefiting from the educational opportunities of the GI Bill (Annual Benefits Report,
p. 43). Yet, time and time again, various news outlets cover the difficulty of veterans
transitioning into higher education institutions, and successfully graduating. For example,
The Huffington Post on December 25, covered the story of a concerned student veteran,
Cody, who said, "We're used to high intensity life, constant vigilance on a very routinized
lifestyle. Coming into higher education is a stark contrast, especially coming out of
combat. Here, it's kind of 'Here are the keys, good luck, you're on your own’" (Wood,
para. 13). Cody is not alone. The drastic change of combat to college makes veterans a
special type of student; therefore, it is crucial that higher education institutions are
prepared and trained to accommodate these student veterans.
Such a reality has also hit close to home. A close acquaintance of mine, Miguel, is
currently struggling through the college process. The GI Bill has proven to be very
helpful in aiding a first generation college veteran student reach his educational goals.
However, with little training from the military on the education process, the beginning of

2
the college process itself has become a confusing maze for Jacob. When I asked Miguel
what has been the most difficult aspect so far, he said,
Not knowing where to get resources for college, as well as financial assistance.
Also, I noticed that many admission counselors do not know how to handle a
transitioning veteran student. One of the counselors I talked to did not know
where to send me next as I was enrolling for classes. She also did not know of any
good resources that could help me as a student veteran once I was actually on
campus.
Diego and Mayra are two other veteran acquaintances that are currently enrolled in
higher education institutions. Their stories are similar to that of Miguel’s. They expressed
their obstacles in college, and their yearnings for transitional programs. Such
circumstances have further pushed my desires to look into this area. This study is an
opportunity for veterans to be heard.
Background
The GI Bill has become the basis of educational opportunity for many veterans.
The bill can be traced back to after World War I, where many veterans came home to
little educational and retirement benefits. According to the Veterans Affairs website
(2013), when veterans were discharged after their service in World War I, many got, “a
little more than 60 dollars allowance, and a train ticket home” (History and Timeline
section, para. 5). Due to the Great Depression Era, many veterans struggled to survive.
Congress tried and failed to help these veterans, which in turn, led to many of them
protesting at the White House (Veterans Affair Website, 2013, “Timeline and History”).

3
Unfortunately, Congress further failed to act, and many veterans returned home defeated,
while others were arrested for speaking out about their lack of benefits.
World War II resulted in another surge of veterans coming home yearning for an
easier assimilation into civilian life. Congress found this to be an opportunity to make
what right was done wrong in the past. As in the past, the GI Bill benefits did not come
easy to veterans. There was much debate among Congress. Congressmen argued that
giving veterans their unemployment money would discourage them from seeking out job
opportunities (Veterans Affair Website, “Timeline and History,” 2013). Others argued
that college was to be reserved for the rich. Even with differences in viewpoints, all
Congress members agreed that something had to be done to help veterans.
Harry W. Colmery, a former commander of the American Legion, drafted the
Servicemen’s Readjustment Act of 1944, also known as the GI Bill of Rights. After much
deliberation, President Franklin D. Roosevelt signed it into law on June 22, 1944
(Veterans Affairs Website, “Timeline and History,” 2013). The bill served to aid veterans
in: education, training, loans for homes or business, and unemployment.
Student veterans enjoyed the benefits of the bill until the Korean War. Callaghan
(2008) stated that, “Veterans returned home to find their education benefits diminished
by the Veterans Adjustment Act of 1952. The government no longer paid tuition directly
to colleges and universities; instead, veterans got a flat monthly fee of about $110” (para.
19). Veterans were expected to pay all of their education. In 1956, the GI Bill was
diminished due to Congress inability to fully implement the bill. After much deliberation
among Congress and President Eisenhower, the GI Bill was reinstated again, “by making

4
the Korean War GI Bill much less generous” (Callaghan, 2008, para. 20). Benefits of the
GI Bill remained unchanged through the Veteran War era.
It was not until after September 11, 2001, that the GI Bill saw some major
revisions in its benefits to its service members. The Department of Veteran’s Affairs
(2013) stated that in 2008, the bill was updated again with the following enhanced
benefits in, “Educational benefits that cover more educational expenses, provide a living
allowance, money for books and the ability to transfer unused educational benefits to
spouses or children” (Timeline and History section, para. 17). The revised benefits of the
GI Bill have continued to pave the way for higher education for many service men and
women.
Statement Problem
More research is needed to understand what higher education institutions can do
to help student veterans succeed by transitioning into school and graduating. With the
war in Afghanistan and Iraq coming to an end, there is a surge of veterans that are
coming home. The excellent benefits of the revised GI Bill, along with the withdrawing
of troops, have caused many student veterans to look at higher education (Vacchi, 2012).
The transition of coming from a fairly structured environment, to that of a college one,
may be very difficult for some student veterans. Student veterans continue to speak out
about some of the concerns that they experience while in college. Isolation, loss of
identity, lack of structure, war trauma and injuries are common themes that research
shows as factors that contribute to the difficulty of transitioning into higher education
institutions (Lighthall, 2013). With such a diverse student veteran population, all higher
education institutions should prepare to accommodate them in their respective campuses.

5
Purpose
The purpose of this study is to provide an opportunity for veterans to voice their
concerns about their higher education experiences, and give input on what institutions of
higher education can do to help them be successful at their respective environments.
Higher education institutions have made progress throughout the years to implement
programs and services for student veterans. However, these efforts have has not reached
all the different higher education institutions in the United States. According to McBain,
Kim, Cook, and Snead (2012) whom presented their research through The Association of
American Colleges and Universities, “More than 62 percent higher education institutions
provide programs and services specifically designed for service members” (p.7). Their
research shows that 71 percent of higher education institutions plan to provide programs
and services for student veterans and military service members (McBain et. al, 2012).
The statistics gathered from the Association of American Colleges and
Universities was done through a survey meant to assess current programs and services.
The results were gathered from 690 institutions (McBain et al. p. 7). Research showed
that, “Private not-for-profit colleges and universities increased programs specifically
designed for military veterans by 15 percent between 2009 and 2012 {36 percent in 2009;
51 percent in 2012}” (McBain et al. 2012, p. 7-8). The statistics shown for public higher
education institutions showed that, “73 percent in 2009 versus 74 percent in 2012,” which
is a minimal difference (McBain et al. 2012, p. 7-8). There research could not come to an
explanation on why this was. Although there is an increase in programs and service for
student veterans from the sampled institutions, some higher education institutions may

6
not know how to meet veterans’ needs. Work still needs to be done to reach all higher
education institutions.
Moving forward, by exploring current programs that higher education institutions
have that are helping student veterans, a better idea of strengths and areas for growth can
be obtained. This bigger picture is meant to inspire higher education institutions to
implement similar successful student veteran programs at their respective institutions.
Significance
This study gives a voice to student veterans who are underrepresented in the field
of education. As nontraditional students, “Veterans are typically older and many are
technically considered transfer students because they often bring with them credit earned
through college courses they completed while in the military, or American Council on
Education credit recommendations” (O’Herrin, 2011, p. 15). They are a unique
population and higher education institutions need to serve them at their respective
institutions. Aside from giving a voice to student veterans, this study will aim to help
higher education institutions create, and implement programs to help veterans transition
into their environments successfully. The results of this study will bring awareness to
other student veterans, school faculty and staff in higher education settings about
obstacles found in higher education, and what can be done to better serve these veteran
students.
Justification
The field of student veterans and higher education is fairly new. Enrollment of
veterans has increased over the years; however, there are discrepancies on how many
actually graduate from college. Different organizations report different statistics of this

7
phenomenon. The Huffington Post published an article, which gave information on a
university study in which 88 percent of student veterans dropped out college (Wood,
2013). Other new sources report different findings. For example, according to the
National Center for Education Statistics, “the completion rate for these veterans of 51.7%
is lower than the four-year graduation rate for younger, non-veteran peers, which was
59% in 2011” (Zoroya, 2014, p. 1). Most studies conducted have been general surveys.
To get a clearer picture, the Veterans Affairs recently started tracking graduation rates
among veterans. The Veterans Affairs and Student Veterans America, along with the
National Student Clearinghouse, announced in 2013 that they would have a collaborative
effort to develop a clearer picture of student Veteran graduation rates (Dakduk, VA and
SVA Working Together, 2013). Whether the low percentages that are being stated by the
media are accurate or not, not having a clear picture of graduation rates within the student
veteran population is a cause of concern. Student veterans are enrolling in high numbers
and need to be served by higher education institutions appropriately. In order to be able to
do this, higher education institutions need to be aware of the needs of student veterans’
and have appropriate services readily available. With collaborate effort of different
organizations and higher education institutions, more veterans will be able to successfully
graduate.
Even with an inaccurate picture on student veteran graduation percentages in
higher education institutions, there is some research regarding veterans’ transition into
higher education, although it is limited. A theoretical framework that is common among
past student veteran research studies is that of Schlossberg, Waters, and Goodman.
Schlossberg et al. (1995) defined transition as, “any event, or nonevent that results in

8
changed relationships, routines, assumptions, and roles” (p.27). Schlossberg’s et al.
framework has helped “facilitate an understanding of adults in transition” (Evans,
Formey, & Guido-DiBrito, 1998, p. 108). Considering that many student veterans go
through such a drastic change emotionally, and even through an environmental change,
this theory is commonly used to help explain, “transitional issues individuals face, while
recognizing not all of life’s challenges are of equal importance” (DiRamio, Ackerman, &
Mitchell, 2008, p. 76).
DiRamio et. al (2008) found that Schlossberg’s, “moving in, moving through,
and moving out” model, which identifies factors that influence how people cope with
transition, fit clearly into their study (p. 80). After interviewing student veterans returning
to campus, DiRamio et. al found that student veterans felt grief as they “moved out” of
the military (p.85). The study also showed that “moving in” to college proved difficult
because of differences in environments and the individuals they were now interacting
with (p. 87). The study also showed that as a means for student veterans to move through,
student veterans blended in to the crowd, hoped to have understanding staff and faculty,
and have a support group, such as a veteran organization, to get through college.
Rumann and Hamrick (2010) also used Schlossberg’s transition model with
student veterans. Rumann and Hamrick took a similar approach to that of DiRamio et. al.
Their study focused on interviewing student veterans, and analyzing common themes in
their transitions back to college. Their study found that participants, “described
principally an individual (as opposed to work or relationship) transition, with the central
task of generating and affirming a new identity grounded in cumulative experiences,
capabilities, perspectives, and reflections” (p. 450). Being that student veterans

9
transitioned from the military into higher education, the student veterans were found to
take on a new identity. The new identity involved new experiences in higher education,
and learning about being a college student, academics, and succeeding in higher
education.
ResearchQuestions
This study explores the individual stories of student veterans and their journeys at
higher education institutions. This study addresses the following central and subsidiary
research questions. The main research question is: What obstacles do veterans face at
higher education institutions, and what can these institutions do to help these veterans
succeed? This question was chosen as the main research question because now that the
wars in Iraq and Afghanistan are over, higher education institutions will see an increase
of veteran student enrollment due to the G.I. Bill (Vacchi, 2012). Higher education
institutions should be aware of some of the common obstacles that veteran students face
while in school, and what these higher education institutions can do to help the student
veterans. Through the narrative stories of the veterans who will be interviewed, one can
get a better idea what each veteran has to say about his or her personal experience in
higher education.
The subsidiary questions are:
• What are program or services that are helping student veterans succeed in higher
education institutions?
• Where is there need for improvement to help veterans’ transition into higher
education?

10
Methods
This study uses the narrative research design. According to Creswell (2012),
“Scholars use narrative research when they have individuals willing to tell their stories,
and they want to report their stories” (p. 502). Through this design, veterans will
individually be given a voice. Veterans will be able to voice any issues that they may
have encountered at their colleges or universities, while also voicing any suggestions that
can better help them succeed in higher education. After the interviewing process,
“Researchers narrate the story and often identify themes or categories that emerge”
(Creswell, 2012, p. 507). The researcher will look for common themes after the
interviews are completed. The veterans’ stories and the common themes that arise during
the interview will constitute as the data.
The participants in this study will be recruited from two universities, in a small
Midwest town. Both higher education institutions are smaller in size. Contact will be
made for student veteran volunteers via a blast email to the schools’ Veterans
Organization, Student Affairs, or Registrar’s Office. A minimum of five veterans will be
interviewed and they will be from various military branches, with at least one being a
female military personnel. Interviews will be recorded via an audio recorder. Each
student veteran will be interviewed with open ended questions related to the following:
military service, their transition into civilian/school environment, obstacles commonly
found in higher education, veteran services found in their school (if any), and where there
is need for improvement to help veterans in transition in higher education.
The results of these interviews will inform higher education staff, faculty, and
other veterans about the experiences of participants in higher education. Common themes

11
will be analyzed within all interviews, with the research question in mind. Interviewing
veterans will allow for them to voice their concerns, while also suggesting program ideas
that higher education institutions can learn more about, or apply in their practices, to help
veterans succeed at their school environments. Follow-up interviews will also be done
with each veteran to ensure that there is no misinterpretation of the data.
Intentions: Delimitations and Limitations
This study is meant to give veteran students a voice. This study is also meant to
inspire higher education institutions to implement programs for student veterans to help
student veterans’ transition, and have them be successful. A limitation of this study is the
sample size of the participants, which is small and necessitates caution in generalizing to
the larger student veteran population. An additional study limitation to consider is that of
the location. The study takes place in a small Midwest town, which again, is not
represented of the whole student veteran population of other regions in the United States.
This potentially limits students from larger universities and for-profit schools.
Delimitations that were set on the study include only interviewing participants
from two universities in a small Midwest town, and only interviewing student veterans.
The study focuses on interviewing student veterans and their experiences in higher
education, which in turn excludes students who are currently actively serving in the
military, are in the reserves, or are in ROTC. This was decided because the researcher
had ties with student veterans, and wanted to do more research in the area. The researcher
also has easy contact to student veterans from each school.

12
Ethical Considerations
In Narrative Research Design, the majority of the ethical concerns are associated
with misinterpreting or faking data, or even losing the voice of the participant. According
to Creswell (2012), “this distortion of data may occur in any research study, and it
presents an issue for narrative researchers in particular because they rely heavily on self-
reported information from participants” (p. 512). It is because data can be easily
distorted, that accurately representing the voices of those interviewed is a concern. By
meeting with the interviewee after the data is interpreted, it can be ensured that their
remarks were understood in their truest sense.
Other concerns involve the electronics to record participants throughout the
interview process. The researcher will test the equipment an hour or two before the
interview starts in order to ensure that it is properly functioning. A backup recorder will
also be present in case of mechanical failures. Another factor to consider is the
participant’s level of comfort with being audio recorded. To address this concern, the
researcher will go over the consent form with each participant and clearly state the
interview is voluntary and can be stopped at any time. Lastly, this study involves
sensitive questions regarding feelings and interactions that may trigger an unwanted
memory or feeling from the participants’ military past. By asking few questions related to
his or her military career, and by focusing more on the current school experience, the
researcher hopes to minimize triggering the unwanted memories. As a way to protect all
participants in this study, pseudonyms will be used to keep confidentiality.

13
Overview of Chapters
The upcoming chapters will explain current literature and research, the research
design, and the results of this narrative study. Chapter two is the literature review with an
in-depth look at the history of veterans in higher education and history of military bills.
Common themes will be examined within the past narrative research to see what some
common trends are that veteran students are currently experiencing in higher education.
Finally, chapter two will look at some higher education institutions, and what programs
they have implemented within their schools to help student veterans be successful, and
graduate.
Chapter three is a detailed explanation of this study’s qualitative research
methodology. This chapter explains the process of recruiting the participants at their
higher education institutions. This chapter will discuss the interview process with the
participants, and give details on the questions asked. Lastly, chapter three explains how
data will be transcribed, and interpreted.
Chapter four illustrates the research findings. The narrative stories of the student
veteran participants will be transcribed, and examined. Common themes will be brought
forth, and codes will be used to organize the research. Finally, conclusions will be drawn
based on common themes found in the interviews from the student veterans.
To conclude, chapter five summarizes the study. It will bring awareness to the
student veteran narratives, and some common challenges and situations that they face in
higher education. This chapter will also serve to educate higher education institutions,
and inform them of what they can do to help student veterans succeed. Other information

14
that will be noted in this chapter is the strengths and weaknesses of the study. Limitations
and suggestions for future research are also explained in this final chapter.

15
CHAPTER TWO
LITERATURE REVIEW
To have a better understanding of student veterans, it is best to take a look at their
long standing history with higher education: the history of financial aid via military bills,
the theories of transition, the common obstacles that student veterans encounter, and what
services are currently offered at higher education institutions to aid student veterans. The
literature review will serve as a foundation to try to understand the question, “What
obstacles do veterans face at higher education institutions, and what can these
institutions do to help these veterans succeed?”
History of Veterans in Higher Education
The military and higher education have a longstanding history. Early research
shows that a major event that solidified this relationship began with the Morrill Land
Grant Act of 1862. The first grant of 1862 was meant to fund industrial based colleges so
students could learn about agriculture, military tactics, mechanic arts, and classical
studies (Association of Public and Land-Grant Universities, 2012). Furthermore,
according to the Association of Public and Land-Grant Universities (2012), the state
legislature or Congress of each state gave, “federal lands to each state for the
establishment of a public institution to fulfill the act’s provisions” (p. 1). The act was of
importance because it provided higher education opportunities for people who needed
agricultural and technical education. Another important provision of the grant was the
teaching of military tactics. After the civil war ended, there was a need for military
officers. Earlier legislations did not have a military requirement at higher education
institutions due to opposition from the south (Association of Public and Land-Grant

16
Universities, 2012). After the civil war ended, so did the opposition, and President
Lincoln signed the grant into law on July 2, 1862. The grant gave an opportunity for
students to learn about military tactics while they were furthering their education.
In June of 1916, the National Defense Act helped to further strengthen the
relationship between the military and education. The act had several components to it: 1)
it allowed the government to expand control over the National Guard, 2) the government
had the power to give or cut off funds if states did not comply with federal regulations
and, 3) drill pay and commitments to the military were also created (Jacobs, 1994).
Moreover, a major component that arose from this act was the establishment of the
Reserve Officer Training Corps (ROTC). According to Boehm (2013), ROTC
“formalized the education of Army officers at certified colleges and universities” (para.
12). Furthermore, the establishment of a military curriculum allowed for, “officer training
at other institutions of higher learning and improved the quality of military leadership
throughout the ranks of the Army, and later within the Navy, Air Force, and Marine
Corps” (Boehm, 2013, para. 12).
The National Defense Act of 1920, along with an amendment in 1933, continued
to solidify the relationship between higher education and the military. In 1945 Congress
passed the ROTC Vitalization Act. The act was meant to appeal to more students by
providing scholarships and over all financial assistance while in college (Jackson State
Community College website, ROTC History section). These acts were only the
beginning. Throughout the past several decades, more financial military bills have arisen,
and have further secured the attendance of military veterans at higher education
institutions.

17
Higher Education Military Bills
After World War II, veterans came home to start and adjust to a new life. Many
also chose to pursue higher education as a next step due to the GI Bill. The GI Bill
allowed 2.2 million veterans to attend college at a cost of 5.5 billion dollars from the US
government (Olson, 1973). President Roosevelt asked Congress to pass legislation to help
veterans with benefits because of the recommendations from the National Resources
Planning Board, and the Armed Forces Committee on Post-War Educational
Opportunities for Service Personnel (Olson, 1973). On July 28, 1943, “ President
Franklin D. Roosevelt first asked Congress to pass legislation providing veterans with
various benefits, such as mustering-out pay, unemployment insurance and educational
assistance” (Owen, 1973, p. 597).
The American Legion, an organization dedicated to helping veterans, was also
very vocal about the GI Bill, and aiding veterans in adjusting to a new life after war.
Since Congress gave few benefits to veterans after arriving home from World War I, they
wanted to make up for the lack of aid. As President Roosevelt mentioned on July 28,
1943, “veterans should not be demobilized into an environment of inflation and
unemployment, to a place on a bread line or on a corner selling apples” (Olson, 1973, p.
598). In addition to helping veterans, the bill was meant to maintain the economy healthy.
By providing veterans with jobs through education, the economy could continue to
improve, especially after the Great Depression. The GI Bill ended up being a great step
forward to enrolling veterans in higher education. Five years after World War II, “ 4 out
of 5 veterans utilized their benefits” (Madaus, Miller II, & Vance, 2009, p. 11). The bill
was very important; its impact at college campuses was clearly evident due to high

18
veteran enrollments. In 1946, 52% of the total college enrollments were student veterans
(Madaus, Miller II, & Vance, 2009). The GI Bill proved to be a big success.
The Korean GI Bill and the Post-Vietnam Era Veterans’ Educational Assistance
Program followed soon after. The Korean GI Bill differentiated from the GI Bill due to
the monthly benefits. It was less than those that received the GI Bill because Congress
wanted to encourage veterans to contribute to costs of education so they learned to be
careful with their allowances and spending (Smole & Loane, 2008). The military
encouraged careful spending due to some military personnel taking advantage of the
military bill by using it as income rather than using it as an employment goal (Dortch,
2012). Also, corruption arose from the bill due to for profit colleges. Because of this,
“The Korean Conflict GI Bill made payments only to veterans, as opposed to the
payments made to veterans and educational institutions under the original GI Bill”
(Dortch, 2012, p. 41).
The Post-Vietnam Era Veterans’ Educational Assistance Program was meant to
not only provide educational opportunities for military personnel, but also as a way to
attract recruits during times of peace (Smole & Loane, 2008). This program was different
from previous bills because it required those individuals that were interested to serve to
contribute a part of their pay to their education fund while they served. The military then
matched the contribution on a “2 for 1 basis” (U.S. Department of Veterans Affairs
Website, VEAP section). This was seen as appropriate since enlistment was voluntary.
With personal contributions to an individualized education fund, each individual in the
military also received benefit payments. VEAP participants received a monthly stipend,
and if special circumstance arose, the amount could increase. The stipend was meant to

19
be used to “subsistence, tuition and fees, and supplies, books, and equipment” (Dortch,
2012, p. 25). Like the Korean Bill, the stipend was given directly to participants to use
while in a training or education program. The program made is very attractive to recruits
during times of peace.
The GI Bill, Korean GI Bill, and Post-Vietnam Era Veterans’ Educational
Assistance Program all paved the way to the most commonly used bills for our service
members today, the Montgomery Bill, and the Post 9/11 GI Bill. The foundation of these
three bills strengthened the military and college education relationship, making education
accessible to everyone.
Montgomery Bill (MGIB)
The Montgomery GI Bill consists of two major programs. The MGIB-Active duty is
for individuals who serve on active duty, while the MGIB-Selected Reserves are for those
who currently are in the reserves. The following paragraphs describe both programs, and
the benefits.
Montgomery GI Bill- Active Duty. This program was originally enacted as a 3-year
pilot program from the Department of Defense Authorization Act of 1985 (Smole and
Loane, 2008). This program is available to any individual who serves on active duty after
June 30, 1985. To be eligible for the MGIB benefits, the participant must have been
discharged honorably (at a minimum of 3 years of active service), and have at least a high
school diploma or 12 college credit hours. The U.S Department of Veterans Affairs states
that active duty members can enroll for these benefits by paying $100 per month, for 12
months out of their monthly pay while serving on active duty. This will make a service
member eligible for the program, and the benefits help participants in: college degree and

20
certificate programs, technical or vocational courses, flight training, apprenticeships or
on-the-job training, high-tech training, licensing and certification tests, entrepreneurship
training, certain entrance examinations, and correspondence courses (U.S. Department of
Veterans Affairs website, Montgomery GI Bill Active Duty section). These benefits also
extend to fees, books, supplies, tuition and other expenses attributed to education
programs mentioned above (Smole & Loane, 2008). The benefits can be used over a
period of 36 months, and must be used within a 10-year time frame after a participant is
discharged from active duty. Current maximum monthly rate is up to $1,648 in benefits
(U.S. Department of Veterans Affairs website, Montgomery GI Bill Active Duty
Increased Educational Benefit section).
In addition to the active MGIB, participants have the option of doing the $600 Buy
Up Program. According to the Department of Veterans Affairs website, “Some service
members may contribute up to an additional $600 to the GI Bill to receive increased
monthly benefits. For an additional $600 contribution, you may receive up to $5,400 in
additional GI Bill benefits. The additional contribution must be made while on active
duty” (Montgomery GI Bill Active Duty section, para. 4) If a participant chooses this
option, their monthly maximum benefit will be an additional $150 a month.
For those who choose to serve in the military reserves, the MGIB has similar rewards
for those men and women who have served in the military.
Montgomery GI Bill- SelectedReserve. This program is for participants who serve
in the reserve. The participants have to be actively drilling for 6 years. Other
requirements include: graduating from high school or having at least 12 college credits,
remaining in good standing while in the reserves, and completing active duty for training

21
(U.S. Department of Veterans Affairs Website, Montgomery GI Selected Reserves
section). The assistance that participants receive can be used for, “activities that include
degree programs, certificate or correspondence courses, cooperative training, independent
study, apprenticeship, and vocational flight training programs” (Smole & Loane, 2008, p.
6). As of 2013, the monthly maximum benefit rate is $362 (U.S. Department of
Veterans Affairs, Montgomery GI Bill-SR (Chapter 1606) Increased Educational
Benefit). Individuals receive benefits over a time frame of up to 36 months, with a
general time span of 14 years before benefits cease. Eligibility ends when a participant
leaves the reserves (Dortch, 2012).
In addition, there have been times where reservists have been called to active duty
due to war. Research shows that this was the case in Afghanistan and Iraq (Dortch, 2012).
Due to these special circumstances, the military increased its benefits to its participants.
If a reservist member served on active duty for at least 90 consecutive days after
September 10, 2001 due to the declaration of a national emergency or war, he or she is
eligible for active duty benefits under the MGIB (Dortch, 2012). Eligible programs for
participants fall under the same context as the active MGIB benefits. The benefits can be
used for education and training purposes. A new bill that followed the Montgomery Bill
proved to be one of the biggest factors that further solidified the relationship between
higher education and the military in the past couple of decades.
Post-9/11 GI Bill. The Post-9/11 GI Bill is said to be one of the most generous
bills to date since the original GI Bill after World War II. To be eligible for this bill,
participants should serve at least 90 days of active duty after September 11, 2001, and
still be active, be honorably discharged, or be discharged due to a service related

22
disability after 30 days (U.S. Department of Veterans Affairs Website, Post- 9/11 GI Bill
section). Under the bill, participants receive benefits to help with undergraduate and
graduate degrees, entrepreneurship and flight training, reimbursements on certifications
or licensing’s, vocation or technical training, and non-college degree programs. Also,
reimbursements can be given to participants for national college exams, and participants
can even receive accelerated payments for education if needed (U.S. Department of
Veterans Affairs Website, Post 9/11 GI Bill section). Like previous bills before, the Post-
9/11 Bill offers various opportunities for men and women in the military to take
advantage of various types of educational resources.
Similarly, participants under the Post-9/11 Bill also have up to 36 months of
educational benefits that can be used over a time frame of 15 years. According to
O’Herrin (2011), the Post-9/11 GI Bill is mean “to cover tuition and fees for in-state
public undergraduate higher education for eligible veterans” (p. 15). The Veterans Affairs
will also match institutional contributions to help cover additional costs for private
institutions, graduate education, and out-of state tuition (O’Herrin, 2011). These schools
are known as Yellow Ribbon schools. The Veterans Affairs Website provides a list of
schools that participate in the Yellow Ribbon program. Furthermore, benefits are also
given to participants for housing, books and supplies for higher education. Benefits to
this bill have allowed thousands of participants to achieve their dreams of higher
education. According to O’Herrin (2011), “In its first year of implementation, more than
half a million veterans applied for certificates of eligibility for the Post-9/11 GI Bill, and
more than 300,000 veterans and family members used the benefits to attend classes” (p.
15). With wars in Iraq and Afghanistan winding down, there has been an increase of

23
veterans in higher education institutions. A report done by Jordan (2013) through the
Military.com website showed that over 1 million veterans have been served since the GI
Bill was first introduced (para. 1). The bills have made it a lot easier for veterans to
pursue educational opportunities after life in the military.
Summary
These five major military bills have strengthened the relationship between the
military and higher education institutions since the first Morrill Land Grand Act. The GI
Bill really acted as the foundation of opportunities for many student veterans. Through
the decades, each bill has changed to further serve its veterans, and increase not only
college enrollment, but also opportunities in employment. Higher education is no longer
just for the rich; the American Dream is now an attainable goal to our middle class. These
bills help our veterans have futures after their military careers; moreover, it is also
helping our country by contributing a workforce with new ideas and skills. Once our
service members are discharged from the military, our community must be prepared to
aid these transitioning veterans back into civilian life so they can be successful after life
in the military.
Military Separation and Transitioning Theories
For many military veterans, transitioning back to civilian life can be very difficult.
There are new changes and obstacles that veterans face. Adjusting to these changes can
be challenging. When military service members are done with their duty, they have to go
through several administrative steps to transition into the civilian world. Programs that
are offered to discharged military personnel vary. Although it is a complicated process, it
is important to understand what happens during separation. The exit process covers

24
information on medical insurance and other benefits, re-location/moving information,
separation pay, life insurance, and any additional commitments that he or she may have
with the military (Military One Source Website, Separating From Your Military at the
End of Active Service section, 2014). The law requires pre-separation counseling, and it
must be completed no fewer than 90 days before separation. It can also be done up to a
year in advance (Military One Source Website, 2014).
Other services available depend on the military branch. Some branches offer
employment workshops that aid military personnel with job-search strategies, resumes,
and preparing of interviews (Military One Source Website, 2014). All branches also
provide medical and dental exams that have to be done 90 days prior to separation. Also,
transportation and moving information is available. Because not all military branches are
the same, some military men and women may miss out on important information. This in
turn, makes the transition into the civilian world a lot more difficult. Furthermore, most
military men and women may be eager just to spend some time with the family, and may
miss information on military educational benefits. Moon and Schma state (2011),
“Although all military branches offer GI Bill benefit information during after-deployment
debriefing, many soldiers are focused on getting home and back to their families and end
up very confused about their benefits” (pg. 56). In addition, there are several theories that
explain what exactly student veterans face upon return to civilian life, and what they have
gone through while serving.
Schlossberg
One of the most popular theories that previous researchers use is of Schlossberg.
Schlossberg, Waters, and Goodman (1995) define transition as, “Any event, or non-event,

25
that results in changed relationships, routines, assumptions and roles” (p. 27). In the case
of student veterans, they go through a drastic transition when they leave the military, and
re-establish themselves in the civilian world. This specifically rings true when starting the
higher education process. Schlossberg (1984) noted that there are four types of
transitions. The transitions are: “ a) anticipated, b) unanticipated, c) chronic, and d)
nonevent” (p. 46). Such examples include starting college, which is an event that an
individual is aware of, and prepared for. Unanticipated is an event that is not expected,
out of the norm, and typically can involve some sort of problem. Chronic is when an
individual loses, “self-confidence and leads to an inability to initiate necessary changes”
(Schlossberg, 1984, p. 46). A nonevent is a transition that is anticipated, but does not
occur (Chickering and Schlossberg, 2002).
In addition to explaining the different types of transitions, Schlossberg and other
researchers state several coping mechanisms to help with these transitions. Sargent and
Schlossberg (1988) and Schlossberg, Lynch, and Chickering (1989) focused on four
categories: a) situation, b) self, c) supports, d) strategies. An individual’s awareness,
experience, and attitude are self-resources (Livingston et al. 2011). Support can be from
an emotional or financial source. Lastly, the strategies category is composed of different
mechanisms of transitioning (Livingston et. al, 2011). In all, transitions can be very
confusing, and a very vulnerable time for many student veterans (Sargent and
Schlossberg, 1988). The coping strategies put forward by Schlossberg and other
researchers are applied to student veterans, and how they manage higher education after
leaving the military, and what can help with easing the transition.

26
Moving In, Moving Through, and Moving Out. Schlossberg, Lynch, and
Chickering (1989), put forth a framework to help explain transition, and detect factors
that influence how individuals cope with transitions. The model includes “Moving In,
Moving Through, and Moving Out.” According to DiRamio, Ackerman, and Mitchell
(2008), “When moving across the three phases, individuals evaluate each transition over
time, determine the likely negative or positive effects, and conduct and inventory of
resources available for managing change” (p. 76). Moreover, DiRamio et al. (2008) stated
that the analysis is, “consideration of strengths and weaknesses based on personal and
psychological factors, the social supports available, and coping strategies the individual
could use to modify the situation, control the meaning of the transition, and manage the
stress it causes” (p. 76).
DiRamio et al. (2008) research explained the transition of a student veteran with
the moving in, moving through, and moving out model. Their research highlighted the
importance of learning a new system, rules, regulations, norms, and expectations when
entering the military, which highlights the “Moving in” process. As a service member
moves forward, the responsibilities change, and service members may find themselves in
roles that are unanticipated. Such an example that DiRamio et al. used is that of war, and
events that occur to service members there. This shows the service member going
through the “Moving Through” process. “Moving out” consisted of service members
being debriefed by the military branch, and adjusting to the changes back home. Lastly,
they cycle restarts again, as DiRamio et al. noted on “Moving In” again in the transition
model, as a veteran now starts the cycle as a student transitioning into college.

27
Connecting with new individuals at the higher education institution, and adapting to
changes was one of the main focuses in the research study.
It is important to note that transition is a step-by-step process. As one goes
through the transition process, it is possible to change, and adjust to the different events.
When an individual is able to look back, and realize the transition, the individual can be
helped with the process.
Tinto’s Model and its Common Attributes
DiRamio (2011) used Tinto’s (1993) model of attributes to explain student
veteran persistence and academic success. According to DiRamio (2011), “research
studies have identified important factors related to a transitioning service member’s
journey into civilian life and college” (p. 3). Tinto’s (1993) model and its common
attributes are not just for student veterans, but all students. The common attributes are
family backgrounds, socioeconomic status, prior schooling skills and abilities (DiRamio,
2011). In regards to student veterans, financial matters, health concerns and physical
disabilities, and psychological and adjustment difficulties are common attributes that
student veterans face, in addition to the attributes that all other students encounter. By not
knowing what these key attributes are, and how to serve student veterans, DiRamio
concludes that (2011), “failure to do so will increase the chances that a student will depart
the institution without graduating” (p. 6).
Summary
It is important for higher education institutions to be aware of their student
veteran needs so they do not depart of drop out of a higher education institution. The

28
earlier these needs are met through various avenues of support, the greater the chances
that student veterans will be successful at their respective institutions.
Veteran Obstacles
The recent wave of student veterans due to the pulling of troops from Afghanistan
and Iraq has led to an enrollment increase in higher education institutions. The
circumstances have changed so drastically, that, “The U.S. Department of Veterans
Affairs meanwhile, began collecting veterans graduation rates from colleges just last fall
2011” (Sander, 2012, pg. 5). Because these circumstances are so new, “There is a need to
update the literature for the current cohort of student-veterans, those having served in the
conflicts in Iraq and Afghanistan” (DiRamio et al. 2008, pg. 75). The research that is
available on student veterans and their experiences in higher education shows common
themes that are faced while in school. Some of the more common obstacles that arise deal
with student veterans feeling isolated on campus, feeling like their identity has been lost,
having difficulty with navigating higher education, and its structure, and experiences in
Post-traumatic Stress Disorder (PTSD) or disabilities. The following sections will explore
common obstacles that veterans face while in school.
Isolation
In general, student veterans are older than the traditional college students. Student
veterans also come to college with a range of backgrounds and experiences. According to
Sander (2012), “Today’s veterans are difficult to characterize. Some have been to college
before. Many haven’t. Some are married with families; others are only a few years older
than the ‘traditional’ freshmen they sit next to in class” (p. 4). Such differences make it
difficult for student veterans to be able to relate to the traditional student body. As one

29
student stated in a study by Branker (2009), “The major problem here is there is such a
difference between me and my 17- and 18- year old classmates. Plus, I know absolutely
nobody here and that difference between us makes it hard to make friends” (pg. 61). The
differences then may lead to student veterans isolating themselves from everyone else on
campus. As Sander summarized in her research (2012), “student veterans commonly
report feeling isolated, from both fellow veterans and anybody remotely familiar with
military culture. And they feel at odds with younger classmates” (p. 4). Because of the
maturity gap, conversations can be awkward. These exchanges can cause student veterans
to further isolate themselves from the general population.
As stated earlier, maturity plays a big variable in differences between student
veterans and traditional students. That variable creates a gap between student veterans
and traditional students, which in turn can cause student veterans to isolate them from
everyone else. Student veterans come from various backgrounds, and have gone through
many different situations. As stated in McDonagh (1947), “Naturally the veteran has
learned much about travel, people, customs, and geography in his or her contact with
international strangers” (p. 151-152). These experiences cause student veterans to mature
much faster simply because they have seen what is out there, which causes them to see
the world differently. Most of the time, they have done some traveling, have been away
from families and friends for a while, have gone to war, and have families of their own.
Since student veterans are older and more mature, research has shown that they are less
likely to get involved or live on campus (Livingston et al., 2011). Livingston et al.
(2011) noted that, “Participant’s development of maturity, humility, and pride dictated

30
whether or not and to whom they disclosed their veteran status ad as a result of this, it
was difficult to see student veterans because they often did not want to be seen” (p. 322).
Isolation is not the only obstacle that veterans have a hard time overcoming at their
higher education institutions. Another factor is the loss of identity that student veterans
face once they head into the civilian world.
Loss of Identity
Our military personnel go through major transitions to become part of the one
percent who serve our nation. As reported by Vacchi (2012), “The common experience of
all military members is initial entry training, popularly known as boot camp or basic
training” (p. 18). Vacchi (2012) continues that basic training or boot camp is,
“‘unlearning’ of youthful habits in order to learn the ‘military way’ changes those who
serve in the military. The longer the service of a military service member, the deeper the
military socialization is for the veteran, but even a short tour of duty can create a strong
military socialization” (p. 18).
For our military personnel, the transition from basic training into the military
creates a new identity for them. Our military men and women now have a different
culture in which they are demanded to accomplish tasks and missions. They are trained to
be leaders and followers. Initiative is instilled in them, and a lot is expected from our
military men and women’s commanders. They learn about teamwork, high levels of
discipline, and about not giving in or giving up. Nothing but the best is expected at all
times. Also, our men and women lose their individuality because the military leadership
coordinates everything that is done everyday. There is no other choice but to do what is

31
being asked. Once they are discharged from the military, and enter a college campus,
everything changes.
When a student veteran arrives to a college campus, there are many changes.
They lose the structured environment that they had grown used to. They no longer have a
commander or the unit that they used to work with every day. As one veteran student
stated from a previous research study that military members find problems in, “coming
back and (soldier) either sees the two worlds as completely separate and can’t relate them
or he tries to attack the problems in this world the same way he attacked the problems in
the other world. And you have to find some kind of middle ground” (Rumann &
Hammrick, 2010, p. 447).
The identity created in basic training begins to clash in the transition into the
civilian environment. In accordance to interviews of student veterans Livingston et al.
(2011), “They were taught to operate within rigid structures and protocols, and they
articulated that it was challenging to transition from the strict military structure to the
loose structure of a college campus (p. 321). Such a transition and change can pose a
challenge to the success of student veterans. Livingston et al. (2011) went on to conclude
that, “The difficult transition to college implies vulnerability in that the individual’s
ability to adapt to a new system after being told what to do and how to do it for an
extended time frame” (p. 325). Due to difficulties that a student veteran may experience,
higher education institutions should be prepared to aid the student veterans to ensure their
success in higher education.

32
Navigating Higher Education and its Structure
It is a difficult transition for many who start college for the first time. Visiting
colleges and meeting with Admissions Counselors can be overwhelming process.
Financial aid, scholarships, and deciding on an area of study for the next four years can
be quite overwhelming. This especially rings true to students who are first in their
families to go to college. In those instances, a student may not have a family member to
fall back on to answer questions about college, or learn from. Similarly, this can be seen
with student veterans. Brown and Gross (2011) present, “Many military students and
veterans seeking completion of an undergraduate degree are first generation college
students. For them, the adjustments to college life are far more challenging” (p. 46). After
years of service, they have to learn how to navigate the college process. It can be difficult
for a student veteran to know whom exactly he or she should talk to at the higher
education institution. Everything is new, and it is a learning process. Military branches do
offer information to the military men and women before they are discharged, however, it
is generally brief.
In addition to learning about the college process, student veterans have to learn about
the benefits they receive from the military and how they can use them. Some staff and
faculty in higher education institutions may also not be fully familiar with what student
veteran’s benefits entail, and this issue can also add to the confusion. Furthermore, not
only do student veterans have to learn about the college and benefits process, but also the
ability of getting college credit for military courses. According to Brown and Gross
(2011), “Student veterans are unique in that they came with financial benefits and
generally have a profile of transferable credit earned while on active duty and from their

33
military education and experience” (p. 45). The question for many higher education
institutions then becomes how much college credit should be given to a student veteran?
This process can become quiet overwhelming for many student veterans because it can be
difficult to translate military courses and training to college credit. There are no common
nationwide policies or procedures to further guide staff to facilitate the process. Other
challenges that veterans may face are internal.
PTSD and Disabilities
According to the National Institute of Mental Health Website, Post-traumatic
stress disorder (PTSD) happens, “after a terrifying ordeal that involved physical harm or
the threat of the physical harm. The person who develops PTSD may have been the one
who was harmed, the harm may have happened to a loved one, or the person may have
witnessed a harmful event that happened to loved ones or strangers” (Post-traumatic
Stress Disorder section, para. 2). Furthermore, some of the most common symptoms
according to the website are, 1) Re-experiencing symptoms, such as having flashbacks,
bad dreams, or scary thoughts. 2) Avoidance symptoms, such as staying away from
certain locations or objects that act as triggers of the event, feeling numb emotionally,
depressed, worried, guilty, or losing interest in previous activities that were enjoyable. 3)
Hyper arousal symptoms include being scared easily, feeling tense, having difficulty
sleeping, or anger outbursts (para. 14-16). The Department of U.S. Veterans Affairs
(2013) website notes, "PTSD occurs in about 11-20% of veterans of the Iraq and
Afghanistan wars, or in the range of 11-20 veterans out of 100 who served in Operation
Enduring Freedom and Operation Iraqi Freedom” (PTSD: National Center for PTSD
section, para. 8).

34
With the surge of student veterans enrolling into higher education, PTSD should
be a concern. PTSD can be disruptive to a student veteran’s higher education. According
to DiRamio et al. (2009), “when a veteran experiences symptoms in the classroom they
can be so severe that the veteran needs to leave the class or get up and move around” (p.
11). Other student veterans have reported uneasiness in the classroom, which in turn, can
be distracting. The disruptions can be quite obvious to other students, and in turn, can
lead a student veteran to isolate him or herself. Inner turmoil and survivor’s guilt are
other factors that may affect student veterans. The HSC Foundation website (2013),
whom focuses on individuals, and their ability to access resources for their health, cited
previous researchers that found, “Even as veterans tell themselves their wartime actions
were out of necessity, there can still be an overwhelming sense of wrong doing” (Silver,
2011). The guilt can be so extreme that it will lead to a veteran feeling as though they do
not deserve to be a part of the community (Silver, 2011). All these aspects are important
because not only to these issues affect student veteran lives and their education, but also
increase their risk of committing suicide. According to Boodman (2011), “A survey by
Student Veterans of America found that 46 percent of student veterans contemplated
suicide and 20 percent had a suicide plan, where as only 6 percent of non-military,
traditional students contemplated suicide” (para. 13). As an institution, faculty and staff
should have a basic understanding on the needs of student veterans with PTSD, and what
to as a next step.
Moreover, higher education institutions may also come across student veterans
with disabilities. According to the American with Disabilities Act website (ADA), a
person with a disability is a person who, “Has a physical or mental impairment that

35
substantially limits one or more major life activity. This includes people who have a
record of such impairment, even if they do not currently have a disability” (para. 2). It
also includes individuals who do not have a disability but are regarded as having a
disability (American with Disabilities Act, para. 2).
Two common types of disabilities that are generally found among student
veterans according to the U.S. Department of Veterans Affairs (2013) are
musculoskeletal problems and hearing problems. The website defines musculoskeletal
problems as problems with joint and back pain, and amputations. Some issues that may
arise from this are, “difficulty sitting for long periods of time, uncomfortable in standard
desk, unable to hold pen/pencil or use a keyboard, frequent medical appointments,
medication side effects, mobility” (U.S. Department of Veterans Affairs, “What are
common adjustment experiences” section, 2013, para. 4). Hearing problems can cause a
student veteran difficulty when conversations are going on, as well as have a need for
special equipment. It is important to remember that student veterans may still be learning
how the disability affects his or her life, and how to deal with it (HSC Foundation
website, 2013). It is for this reason that student veterans should be exposed to early on
whom to reach out about his or her disability, and what kinds of resources are available.
Summary
These are some of the most common obstacles that studies have shown that
student veterans may experience while in higher education (Livingston et al., 2011;
DiRamio et al., 2008; Vacchi, 2012; Francis & Kraus, 2012; Brown & Gross, 2011).
Higher education institutions must properly train faculty and staff to understand the

36
student veteran population, and have readily available resources to aid student veterans to
success while in higher education.
Higher Education Resources
Currently, the U.S. Census Bureau’s (2013) latest information on veterans and
education states that, “26.7 percent of veterans 25 and older have at least a bachelor's
degree in 2012. In comparison, 29.1 percent of the total population had a bachelor's
degree or higher in 2012” (Veterans Day section, p.1). The percentage of veterans who
have a college degree is out of 21,596,951 of the current veteran population (U.S.
Department of Veterans Affairs, 2013). Staff and faculty in higher education institutions
should work together to help student veteran’s transition into college, and ensure that
they are successful there by graduating more veterans with a degree. Currently, various
schools across the country have taken initiative, and have implemented school programs
that have helped student veterans during their time in higher educations. The following
sections describe what some of these common programs are.
Creating a Veteran Center that Connects Different Departments
Higher education institutions have applied various methods to track student
veterans when they first start the college process. These methods are there to help
identify student veterans, and to make it easier to aid them. One of the most common
methods to do this is by identifying if they are student veterans through the higher
education institution’s admission application. A higher education institution that took
such a step is Western Carolina University. According to Brown and Gross (2011),
“North Carolina has a largest military presence and is ranked fourth in the nation in terms
of military population, with over 100,000 military members at five major installations”

37
(p. 47). Due to the amount of student veterans, a military friendly application was created
with the help of several departments across campus (Brown and Gross, 2011). Use of
special coding for military veterans and current military students were used to track them.
Also, Brown and Gross (2011) wrote on working with, “the Finance Department and
Financial Aid Office to establish a protocol to manage deferred tuition payments” (p. 48).
By bringing together all different departments for one project, they created a cost
effective application to track all student veterans, and current military personnel from the
beginning.
Similarly, once a student arrives at their higher education institution, knowing
where all the departments are located, and whom to go to for resources can be very
confusing. So in addition to having a veteran center at the higher education institution,
the fastest way to access resources before student veterans even step foot on campus is by
having all student veteran information online. Some institutions have worked with their
student affairs department and tech office to create a web page for student veterans that
encompasses useful student veteran resources for on and off campus (Livingston et al.,
2011). Not only is this cost effective for an institution, and a pretty simple solution, but
also the information is then readily available for all student veterans, at any time, and
from anywhere.
What’s more, once on campus, some institutions have created a veteran center
that is composed of basic administrative services such as Admissions, Finance, Registrar
Office, and Advising. The center can also be a one-step stop for health and disability
services. Student veterans may need services for mental health or disabilities. These are
two concerns that higher education institutions should be familiar with, and have readily

38
available resources for. According to Church (2009), “There are three major types of
injuries or trauma experienced by veterans of the Global War on Terror: physical injuries
from blasts such as burns, amputations and orthopedic injuries, operational stress injuries
and mental health injuries; and TBI” (p. 44). Such injuries and the vast range of medical
diagnoses and health problems “will have a temporary or chronic impact on their living,
working, learning, and relationship functions” (Church, 2009, p. 44). Awareness of such
injuries and health problems are important in higher education institutions. Furthermore,
according to Church (2009) colleges and universities that develop program that welcome
student veterans must, “meet the unique challenges of veterans with both visible and
invisible injuries will need to take into account that many veterans are not self-disclosing
and currently not utilizing the traditional service models existing on campuses for
students with disabilities” (p.43).
Even if a higher education institution is on a tight budget, many institutions have
sought out partnerships, and have been successful at connecting with Veteran Affairs
facilities, local veteran service organizations, and nonprofits, to come in an help serve
student veterans in need (O’Herrin, 2011). Having a one-stop center creates a safe space
for veterans were they could easily attain resources, and be able to relate and support
other veterans. If an institution is unable to secure a specific center for student veterans,
having a room just for student veterans to meet or relax is beneficial as well.
Creating a Student Veteran Organization
Previous research has shown that, “ Participants tended to rely on military
colleagues whom they already knew or faculty members to whom they were introduced.
Student veterans felt more comfortable associating with one another due to, “a by-

39
product of maturity and a lack of commonality with their peers” (Livingston et al, 2011,
p. 323). Creating student organizations at higher education institutions helps create a
common place for student veterans to meet others like them. It can be easier to confide,
trust, and feel comfortable around someone who shares a background, and similar
experiences. When going through the transition of military to higher education, it is
important to give student veterans all the support they can get. As one veteran student
stated from a previous research study, “Meeting other veterans would definitely help
because we are on the same page” (Branker, 2009, p. 61). His reasoning behind this
statement was due to common indifferences found between a student veteran and a
traditional undergraduate student. Another student veteran from another research study
stated, “When I first got back I really didn’t want to talk about it at all {military
experience}” (Rumann and Hamrick, 2010 p. 446). The student veteran went on to
explain that it was difficult to just open up to anyone, and it took him awhile to do so.
The student veteran, and others who were interviewed for this study as well, went on to
say that many sought out other veterans so they could establish those connections
(Rumann and Hamrick, 2010).
In addition, student veteran organizations can be used as a means to express
concerns, ideas, and educate other students about them. A student veteran organization
can work to ask for change, or have their voices heard as opposed to just being one
individual. Meetings can be used to just catch up on agendas, update other student
veterans about life or academic information, and just have time to hang out and take a
break. Veteran student organization members can also plan events throughout the year to
also educate others about military history. Veteran students in higher education

40
institutions have planned events around Memorial Day or Veterans Day. Higher
education institutions should also encourage other organizations on campus to reach out
to student veterans, and have them join their organizations. According to one student
veteran, whom in his experience, was not sought out by other school organizations, “The
biggest thing was probably the fact that people didn’t understand what we had been
through, and didn’t understand how to approach us… It takes work on both sides to get
everything figured out” (Rumann and Hamrick, 2010, p. 446). Ultimately, getting
involved with student organizations helps student veterans with their transition into
higher education. As one student summarized from a previous study, “We know how
hard it is for people coming back. It’s pretty disorienting so it’s really important to find
these people and let them have people around the who are like them, you know”
(Livingston, 2011, p. 323). He finished off by saying, “We try to be there for people like
us to help them come back into school because we’ve figured it out by now, hopefully”
(Livingston, 2011, p. 323).
A great resource for a higher education institution is Student Veterans of America
(SVA). SVA aids student veterans by providing student veteran groups across America
with program, resources, support, and networking opportunities in hopes “to ensure
today’s and tomorrow’s veterans are supported in their transition to education and
employment” (Student Veterans of America Website, Our Story section, para. 8). A
student veteran organization is a great starting point for many higher education
institutions and student veterans alike.

41
Faculty and Staff and their Role with Student Veterans
Providing faculty and staff with the proper resources to aid student veterans is
important. Griffin and Gilbert found that (2012), “ Multiple authors assert that the
likelihood of success for student veterans is improved by having faculty and staff who are
aware of and sensitive to their needs, or who cater services specifically to this group” (p.
8). There are various things that faculty and staff can do to help student veterans be
successful in higher education.
Connecting student veterans with other veteran faculty and staff. Support
from faculty and staff at higher education institutions is very important. Previous research
has shown that connecting student veterans with veteran faculty and staff helps. It gives
student veterans another avenue of support. Higher education institutions can try and
identify current employees who are veterans. They can then reach out to student veterans,
and out of those created relationships, veteran faculty or staff may want to act as mentors
(Burnett & Segoria, 2009). Burnett and Segoria also notes that (2009),“those who have
experienced combat are particularly trusted by returning combat veterans and those
employees who have served may create a more welcoming face for the institution with
those who are transitioning into the academic community” (p. 55). Veteran faculty and
staff should not be limited to only helping student veterans. Any school faculty or staff
member who is interested in aiding student veterans should be given the opportunity to
do so. A mentor, in addition to a one-stop student veteran center, will make it easier for a
student veteran to transition into higher education.
Mandatory academic advising. As stated previously, many student veterans are
first generation college students. The college process is completely new. By mandating

42
advising to students, and specifically student veterans, it can be ensured that they are
taking the classes they need to take to graduate. This also ensures that student veterans
are getting their questions and concerns addressed. In addition, Livingston’s (2009)
research found that mandated advising “would create an additional point of contact
between the institutions and the student veteran. The result could be an easier, more
informed, academic transition which could ultimately impact the east and context of the
overall transition for the student veteran” (p. 188). Also, through advising sessions,
advisors can informally check-in with student veterans as a means of monitoring them
and their progress (Livingston, 2009). Mandating academic advising provides an
additional avenue of support for the student veteran.
Faculty and staff training. Faculty and staff have to be sensitive to student
veterans and their needs. High education institutions have implemented various programs
to help the administration in various aspects of student veterans’ interests. Research
shows that faculty and staff have to be prepared to identify mental illness and disabilities
in their student veterans. According to Burnett and Segoria (2009), “those with PTSD
require classroom-seating preferences or may need to leave the classroom to get relief
from anxiety symptoms. Students with mild TBI may not know the full extent of their
limitations until they return to school” (p. 55). If faculty and staff have previous
knowledge of basic symptoms of PTSD and TBI, it will be an easier process to
accommodate student veterans. Some schools have brought in outside resources, such as
the National Science Foundation, to train faculty and staff on how to recognize, and deal
with signs of PTSD and other issues student veterans may experience (Griffin & Gilbert,
2012). Local organizations that work with veterans are typically more than enthusiastic to

43
come in, and offer training to faculty and staff at higher education institutions. Offering
training sessions online for busy faculty and staff is also an option to be considered.
In addition, if a higher education is not capable of creating a one-step veteran
center at a higher education institution, it is then very important to have staff trained in
important key offices. Key offices specifically include Admissions, Financial Aid,
Advising, Registrar, and the Business Office. Previous research has shown frustrated
student veterans over information about their benefits and previous military courses and
training, and how that plays into higher education. According to Klemm Analysis Group
(2000), “Staff at postsecondary institutions sometimes are not well versed on the details
of veterans’ education benefits, which may cause additional problems for military
students” (Redden, 2008, American Council of Education, p. 19). In addition to staff not
being completely knowledgeable on student veteran benefits, several studies have shown
that, “information about veterans’ education benefits is not conveyed clearly to past and
present military service members (Klemm Analysis Group, 2000; McBain 2008, The
Winston Group, 2008). Which lack of knowledge from both the administrative side and
student veteran side, many times, student veterans just end up finding answers on their
own. Military credits cause similar issues in which most higher education institutions
have no clear guidelines on what student veterans receive credit for. According to
Radford (2009), “Institutions could help military undergraduates earn their degrees more
quickly and efficiently if they publicized that students can earn college credits for
military training and clarified procedures for receiving and transferring credits” (p. 19).
Being flexible with credits and adjusting policy changes as can be very helpful to student
veterans.

44
Conclusion
The field of student veterans in higher education, and what can be done to ensure
they are successful is new. The pulling of troops from Iraq and Afghanistan has caused an
increase of student veteran enrollment in higher education institutions across the country.
It is therefore very important for higher education institutions to prepare to accommodate
these student veterans. Current research on student veterans and higher education is
typically broken down into two focuses by researchers: applying a theoretical framework
to explain student veteran transition into higher education (Livingston et al., 2011;
DiRamio et al., 2008; Rumann & Hamrick, 2010), or presenting programs and services
that can help student veterans once they are in school (O’Herrin, 2011; Vacchi, 2012;
Francis & Kraus, 2012). This study proposes that research should focus on the connection
of both aspects of theoretical frameworks and student veteran services and programs. A
higher education institution cannot understand how to help a student veteran, until he or
she understands what the transition is like for enrolling in higher education. This leaves a
middle ground that also has to be explored. What can be done for a student veteran once
he or she starts at a higher education institution? Thus why the researcher for this study
focuses on obstacles that student veterans face while in school. Once that is understood
by the university or college administration, then they can implement services or programs
that ensure that veterans are successful.
If a higher education institution knows what the student veterans needs are, they
will be able to narrow their focus on important programs and policies that can help meet
those needs. Every higher education institution is different. A program for student
veterans may not work for all institutions. Staff, faculty, and administration must have

45
some basic and common knowledge of their student veterans, and what their needs are.
Our military men and women sacrifice a lot for this country. For those at higher
education institutions, ensuring that student veterans are successful at their respective
institutions is a wonderful opportunity that can help these veterans in life, family, and
work.

46
CHAPTER THREE
Methodology
The following chapter will describe how the researcher went about selecting the
research design, participants, data collection, and what results the data analysis. The
following methods were chosen to best answer the research question, “What obstacles do
veterans face at higher education institutions, and what can these institutions do to help
these veterans succeed?”
Furthermore, the subsidiary questions are:
• What are program or services that are helping student veterans succeed in higher
education institutions?
• Where is there need for improvement to help veterans’ transition into higher
education?
ResearchDesign
This research is designed to be a qualitative narrative. This is a narrative design
because exploration is needed on veteran’s obstacles in higher education. A narrative
design allows for student veterans to voice their lives and their experiences. According to
Creswell (2012), “ you use narrative research when you have individuals willing to tell
their stories, and you want to report their stories” (p. 502). Furthermore, Creswell (2012)
states, “When people tell stories to researchers, they feel listened to, and their information
brings researchers closer to the actual practice of education” (p. 501). Since the
researcher was looking for personal experiences of student veterans in a school setting, it
is through this design that student veterans were given a voice. The student veterans’
stories that were voiced through interviews constituted as the data. After the interviewing

47
process, “researchers narrate the story and often identify themes or categories that
emerge” (Creswell, 2012, p. 507). Student veterans voiced any issues that they may have
encountered at their colleges or universities, while also voicing any suggestions that can
better help them succeed in higher education.
Participants
The participants for this study were adults, eighteen years and older. There were
six participants interviewed, with a mixture of men and women. All were veterans from
the Army, Marine, Navy, and Air Force branches. They were either currently enrolled in
a university or had already graduated with a college degree. The participants were
randomly chosen through a recruitment email that stated a brief introduction of the
researcher, the thesis, and asked for volunteers. The researcher chose two universities of
smaller sizes in the Midwest, and emailed the head of the student veteran’s organization
or student veterans center. In turn, the military liaison then emailed the recruitment email
to all student veterans (see Appendix A). There were some student veterans that answered
the email directly if the email had reached them first. Student veterans then volunteered
for the interview and settled on a time and a public location with the researcher. The
participants were not compensated. The whole process was completely voluntary for the
participants. The researcher then went over the following before the interview began:
Informed Consent. The researcher went over the consent form before the
interview began. The consent form covered areas in research procedure, risks, and
benefits of the study. The researcher also stated to the participants that the interview was
completely voluntary, and that the interview could be stopped at any moment with no

48
repercussions to the participant. The participant then signed the consent form to begin the
interview, and received a copy it.
Confidentiality. The researcher stated to the participants that all data collected
would be kept under a password-protected laptop. Only the researcher would have access
to the information. Participants were also told that for the purposes of presenting data,
pseudonyms were used to help protect their identity. Furthermore, all data was stored as
soon as it was received. It was then kept in a locked file drawer. After the research was
over, all the data gathered was destroyed for the purpose of confidentiality.
Data Collection
Data was collected via one-on-one audiotaped interviews with student veterans from
two higher education institutions in the Midwest from October to December 2014 of the
academic year. The researcher emailed the military liaison of the veteran’s organization
or veterans office/department for each institution. They in turn, sent the recruitment email
to the student veterans. The participant then contacted the researcher via email by simply
responding to the recruitment email if he or she was interested in this study. The
researcher and participant then decided on a time, and a public place to meet for the
interview. For all six participants in this study, the local public library was an ideal
location to meet.
The researcher met the participants at a local library, and simply began with an
introduction. After this, the interview began and the participant was notified when the
audio recorder began and stopped. The researcher had a list of questions that facilitated
the discussion (see appendix B). The questions were open ended questions related to the
following: military service, their transition into civilian/school environment, obstacles

Veterans in Higher Education Thesis

Veterans in Higher Education Thesis

Recommended

Recommended

More Related Content

What's hot

What's hot (8)

Viewers also liked

Viewers also liked (18)

Similar to Veterans in Higher Education Thesis

Similar to Veterans in Higher Education Thesis (20)

Veterans in Higher Education Thesis