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This study explores how student veterans draw on principles of self-determination theory, focusing on the learning processes shaping their abilities to adapt to new environments, namely college. By developing intrinsic motivation, student veterans successfully embrace their college student identities. Using a case study method along with self-determination theory, this study demonstrates how characteristics of intrinsic motivation assisted student veterans to shape their development as college students. As such, student veterans were enabled to become self-determined, which fostered their transition to the college environment. Implications for higher education practitioners and counselors are discussed.

The continued underrepresentation of student affairs Professionals of Color poses an ongoing challenge to fully realize the supposed values of social justice and inclusion in student affairs. Midlevel student affairs administrators provide a unique experiential lens to better understand organizational culture, critique structures, and challenge existing dominant practices. Using narrative inquiry, this study explored the professional and personal experiences of seven racially minoritized midlevel student affairs professionals. Analysis using Ray's Theory of Racialized Organizations reveals ongoing issues of intrapersonal racism and illuminate how institutional structures further contributed to racialization of the participants. Four main themes are identified: racialized middleness, organizational conditions, intrapersonal relationships, and navigating unwritten rules of the field. Findings also draw important considerations for improved practice beyond campus communities. Implications for institutional leaders, graduate preparation programs, and the responsibility White folks must take on are provided. Additional considerations for future research are also discussed.

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