Administrator, Faculty, and Veteran Student Perspectives on Barriers Faced by Veterans in Higher Education

Autor/in	McDonald, Christie M.
Titel	Administrator, Faculty, and Veteran Student Perspectives on Barriers Faced by Veterans in Higher Education
Quelle	(2023), (104 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2190-2
Schlagwörter	Hochschulschrift; Dissertation; Administrator Attitudes; College Faculty; Teacher Attitudes; College Students; Veterans; Student Attitudes; Veterans Education; Barriers; Private Colleges; Student Personnel Services; Generational Differences; Student Adjustment; Posttraumatic Stress Disorder; Psychological Patterns; Michigan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Lehrerverhalten; Collegestudent; Kriegsteilnehmer; Veteran; Schülerverhalten; Privathochschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Military veterans' prior experiences can impact their study experiences and result in barriers to entering higher education. Prior research on veteran student barriers in higher education has not included the perspectives of faculty and administrators in addition to veterans. The purpose of this basic qualitative study was to explore the barriers that veteran students face in higher education and how those barriers could be addressed. The research questions focused specifically on the perspectives of administrators, faculty, and veterans on the barriers veteran students face and how those barriers could be addressed. The conceptual framework included Tinto's student integration model and Bean and Metzner's theory of nontraditional undergraduate attrition. The semistructured interview process included interviews with five veteran students, three college administrators, and four faculty members from a four-year private learning institution in the state of Michigan. Data collected were analyzed, coded, and inductive data analysis was used to identify themes: (a) veteran resource awareness, (b) generational differences in the classroom, (c) transitional barriers, (d) psychological triggers, and (e) need for a dedicated contact person on campus to assist veteran students. Addressing these barriers may allow more veterans to complete their college degrees, creating a better environment for their families and communities. Therefore, the findings from this study have potential implications for positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01