From Combat to Campus: Voices of Student-Veterans

Abstract

What needs do veterans bring to campus? Little is known about this emerging student population. The researchers interviewed 25 students who served in the current Iraq and Afghan conflicts. This was a multicampus study, with the sample derived from three geographically diverse universities representing northern, southern, and western regions of the United States. Using a model of adult transition by Schlossberg as a guiding theory, a grounded theory epistemology was used to generate a conceptual framework for understanding students who are making the transition from wartime service to college. Findings and implications will help institutions organize a holistic approach for assisting veterans and improving their chances for success.Little is known about the expectations and experiences that combat veterans bring with them to the campus. While wars are traumatic and disruptive for a nation, they are often life-changing for those who participate in them (Lifton, 1992 leave combat and come to postsecondary institutions-soldiers who become students? The purpose of this study was to learn from the veterans themselves about their military and civilian journeys, particularly the transition from active duty to college student. The information presented here is useful for both bringing this group into the campus community and increasing the chances for student success, because it will help colleges plan to serve the needs of an emerging population.The concept of community is central to the work of student affairs administrators (Boyer, 1990), in part because student success is enhanced when campuses provide environments that are both inclusive (Blimling & Whitt, 1999) and supportive (Kuh, Kinzie, Schuh, & Whitt, 2006). An important means of building inclusive communities on campuses is to provide services that support the needs of unique groups of students. Student affairs programs provide services that assist special student populations. Some of these programs are in response to federal mandates, such as programs for students with disabilities. Others reflect the unique focus of the institution, such as services to fraternity and sorority members, learning communities, firstyear students, international students, honors programs, student athletes, and nontraditional students. In each specialized program or situation, the goal is to promote student success by recognizing the importance of individualized support, based on the unique needs of a subset of the student body.Following the Second World War, the GI Bill, with its provisions for educational benefits, brought veterans to the campuses in large numbers, changing higher education forever (Cohen, 1998). With approximately one-third of the veterans who were eligible for benefits entering colleges, much attention was paid to accommodating increased enrollments. It was not until veterans from a later conflict, Vietnam, came to campus, that there was any recognition that combat veterans represent a unique population. The focus of campus officials was devoted to dealing with...

Coping, family social support, and psychological symptoms among student veterans.

“…Understanding the military culture and the demands it places on military service members is a matter of multicultural competence. Student veterans come from a highly structured military environment, which promotes strong beliefs and values that may benefit student veterans in their college coursework, but may set them apart from the rest of the student body and contribute to a sense of alienation and frustration (DiRamio et al, 2008;Rumann & Hamrick, 2010). In particular, military culture values strength and independence, and stigma regarding mental illness is high (Kim, Britt, Klocko, Riviere, & Adler, 2011), both of which may foster an avoidant coping style in response to psychological pain.…”

“…This population of student veterans confronts unique challenges, such as transitioning from combat to civilian life and the college environment (DiRamio, Ackerman, & Mitchell, 2008;Rudd et al, 2011). Given the influx of student veterans, multicultural compe tence on college campuses increasingly includes an understanding of military culture and its effect on student veterans.…”

“…E-mail: riggs@unt.edu disparate political views of war, and disconnection from other students due to divergent values and maturity level (DiRamio et al, 2008;Elliot, Gonzalez, & Larson, 2011;Livingston, Havice, Cawthon, & Fleming, 2011;Persky & Oliver, 2010). Thus, it is important for campus officials and mental health counselors to be aware of group-specific challenges among student veterans.…”

Peer Advisors for Veteran Education (PAVE): Implementing a sustainable peer support program for student veterans on college campuses

“…Student veteran peer programs harness strengths inherent to the military ethos, including camaraderie, the buddy system, structure, and a sense of belonging. Student veterans already established on campus are also well suited to the task of helping other student veterans make the transition to academia; they can normalize the experience and provide local resources targeted to specific needs (DiRamio, Ackerman, & Mitchell, 2008). Finally, peers who share common ground can help build trust and reduce stigma associated with seeking help (Mead, Hilton, & Curtis, 2001;Solomon, 2004).…”

Dual Mission: An Innovative Field Model for Training Social Work Students for Work With Veterans

“…The Veterans Initiative model encompasses services across an array of areas and challenges common to the student services field. Based on the original psychosocial adult development theories of Schlossberg, Waters, and Goodman (1995) and adapted by DiRamio and colleagues (DiRamio, 2011;Diramio, Ackerman, & Mitchell, 2008, 2009, the model portrays the needs of student veterans for information and psychosocial education as they transition into, through, and out of their roles on campus. In addition, the individual student veteran is viewed from a strengths-based, holistic manner that acknowledges the importance of their prior military experience, health and behavioral health needs, family and financial needs, and their academic and career aspirations.…”