Stereotyping of student service members and Veterans on a university campus in the U.S.

Motl, Thomas C.; George, Kylie A.; Gibson, Brandon J.; Mollenhauer, Maria A.; Birke, Lindsay

doi:10.1080/08995605.2021.2025012

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Promoting diversity, equity, and inclusion of SVs on campus requires academia to address the explicit and implicit biases against veterans in general society and academia. Motl et al (2022) found that SVs perceive both positive and negative biases due to their military background. Stereotypes of veterans being mentally ill, stuck-in-the-past, and tense can lead to social challenges, and stereotypes of veterans as leaders and disciplined may produce higher academic expectations.…”

Section: Biasesmentioning

confidence: 99%

The Well-Being of Student Veterans: A Feasibility Study Using the Well-Being Inventory in the Academic Setting

O'Laughlin,

Pearl Treyball,

Centi

et al. 2023

BHAC

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Background: Veterans are using the Post 9/11 GI Bill benefits for post-secondary education more than ever. Military life experiences, including combat deployments and the visible and invisible wounds from their time in the service, affect Student Veterans’ (SV) well-being and may complicate their transition to a student role and the road to academic success. Aim: The aim of this pilot study was to investigate the educational well-being among SV. A secondary aim was to determine the feasibility of measuring well-being in SV with the Well-Being Inventory (WBI), a validated tool that measures four domains of well-being in veterans: (1) vocation, (2) health, (3) financial, and (4) social well-being. Methods: In this cross-sectional pilot study, the WBI was completed by SV (N = 58) via an electronic survey platform. The status, functioning, and satisfaction of the domains of well-being were scored. Correlational statistics were calculated to detect relationships of educational well-being with vocation, work, health, financial, and social well-being domains. Results: Educational well-being was associated with vocation, work, health, and social well-being. SV exhibited the least well-being in the financial and health domains. Conclusions: Academic settings that offer support to SV in relation to their vocation, work, health, and social well-being may enhance SV academic success.

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Section: Biasesmentioning

confidence: 99%

The Well-Being of Student Veterans: A Feasibility Study Using the Well-Being Inventory in the Academic Setting

O'Laughlin,

Pearl Treyball,

Centi

et al. 2023

BHAC

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show abstract

“…Due to the classified nature of military culture, perceptions regarding cultural norms about the military culture that inform perceptions of Veteran culture are then procured through elements such as film, television, and other entertainment modalities (Motl et al, 2022). Research has identified societal serotypes surrounding Military Service, Military Service Members, Veterans, and their respective cultures (Motl et al, 2022;Parrott et al, 2021).…”

Section: Current Investigational Approaches To Modeling the Veteransmentioning

confidence: 99%

Veteran Evolution: Re-Classifying the Military and Veterans as Independent Cultures

Cameron¹

2023

AASoci

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Military Service Members and Veterans are not the same. This study sought to develop culturally appropriate operational definitions for Veterans by evaluating available literature, preferred self-identification, and cultural context. Previous research (Freed, 2019;Tanielian & Tanielian, 2014) identified that mental health providers need to be culturally competent to treat Veterans effectively. Cultural competence impacts the development of therapeutic rapport and treatment outcomes. The classified nature of the military facilitates a deficit of knowledge and resources for researchers resulting in varying and culturally inaccurate defining terminology resulting in the terms "military", "service member", and "veteran" used interchangeably in research for Veterans and members of the military (Randles & Finnegan, 2021). The study evaluated the relationship between how research modeled Veterans, the relationship between the criteria of culture and Veterans, and the relationship between Veterans and the Armed Forces. It was hypothesized that Veterans and Service Members are not culturally interchangeable; the cultures are distinct and independent of one another. A quantitative survey research design utilized a randomized sample (n = 655) consisting of members of the Armed Forces (n = 190, 25.60%) and Veterans (n = 465, 74.40%). Results identified Veterans as an independent culture separate from the military and the development of culturally appropriate operational definitions. Veterans are operationally defined as individuals formerly serving in the Armed Forces possessing a military discharge (DD 214). Service Members are members of the Armed Forces actively serving in a branch of the military in an active, reserve, or National Guard component.

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Examining the Experiences of Veterans in Higher Education Through the Lens of Veteran Critical Theory

Robinson,

Hager

2024

New Horizons in Adult Education and Human Resource Development

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Colleges and universities invest in various initiatives and efforts to support veterans who enroll in higher education. One such support initiative, the focus of this paper, is a specifically designed academic 1-credit hour course for veterans, intended to support their transition to college. Through the theoretical lens of veteran critical theory (VCT) and self-directed learning (SDL), we conducted a qualitative case study and explored the experiences of veteran students who enrolled in this course specifically to learn more about the opportunities it creates to support them as they transition to college and a civilian career. Additionally, we examined the processes and experiences of the designers and instructors of the course to learn more about the administrative elements of the course and about the ways in which they perceive the course as being useful for supporting veterans and their transition to higher education as a stepping-stone for gaining meaningful employment. We collected data through semi-structured interviews, a survey, and document analysis for which we employed a thematic and content analysis. In this paper, we present the participants’ insights into the unique challenges and opportunities veterans face and outline their thoughts on the significance, relevance, and applicability of various components of the course. We ground the discussion with VCT and SDL and highlight the perceived impact of the course and recommendations for future enhancements.

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Stereotyping of student service members and Veterans on a university campus in the U.S.

Cited by 3 publications

References 28 publications

The Well-Being of Student Veterans: A Feasibility Study Using the Well-Being Inventory in the Academic Setting

The Well-Being of Student Veterans: A Feasibility Study Using the Well-Being Inventory in the Academic Setting

Veteran Evolution: Re-Classifying the Military and Veterans as Independent Cultures

Examining the Experiences of Veterans in Higher Education Through the Lens of Veteran Critical Theory

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