For institutions of higher education with high numbers of enrolled veterans, understanding how these students perceive services specifically designed for them is an important next step in developing effective campus service models. Through analysis of survey data (n=328) collected at a campus with a host of established services and a high number of military connected students, this study adds to the literature on the transition experience and utilization of resources. This investigation focuses on the interaction between prior-military and disability characteristics and how service-connected injuries impact student-veterans' quality of life, integration on campus, and challenges with the built campus environment. Findings are discussed through the lens of a seminal transition framework, with practical application strategies offered for creating and delivering individualized support for student veterans.
Through the analysis of 24 in-depth, semi-structured interviews, this study explored the process through which disability affects veterans’ experiences in the university classroom and their social relations with traditional students. Using inductive-exploratory qualitative methods, this study builds upon the sociological understanding of veterans’ experiences in higher education. Findings from this study tentatively suggest that while disability related fear/hypervigilance, stigma, and anxiety significantly impact veterans’ comfort levels when engaging with traditional students, veterans also externalize the impact of their disability as a social artifact of their military service. More research is needed to determine if the interaction of disability and artifacts of service decreases veterans’ ability to integrate well with traditional students in classroom settings.
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