At Ease: Developing Veterans’ Sense of Belonging in the College Classroom

Blackwell-Starnes, Katt

doi:10.21061/jvs.2

Cited by 27 publications

(25 citation statements)

References 16 publications

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“…Social isolation is often associated with transitioning from the military to civilian life (Blackwell-Starnes, 2018;Elliot et al, 2011;Griffin & Gilbert, 2015). The following responses to the question about the most difficult part of being a student at RI demonstrate isolation and not fitting in:…”

Section: Theme 6 Social Isolationmentioning

confidence: 99%

“…Inhibition of action refers to how an individual channels emotional response to situations they cannot change. For student veterans, examples might include working with non-veteran students in groups (Blackwell-Starnes, 2018), having trouble with a VA counselor, seeking out faculty mentoring, or balancing school-life situations (see themes in findings section). Student responses in this study suggest that RI and other campuses with high veteran enrollment should consider offering programming designed to help student veterans explore other identities.…”

Section: Strategiesmentioning

confidence: 99%

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Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

Morris¹,

Albanesi²,

Cassidy

2019

JVS

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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.

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Section: Theme 6 Social Isolationmentioning

confidence: 99%

Section: Strategiesmentioning

confidence: 99%

Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

Morris¹,

Albanesi²,

Cassidy

2019

JVS

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“…As enrolling college students, many veterans undergo "individual changes" and face conflicting identities (Rumann & Hamrick, 2010, p. 434). Yet, when the teacher designs the FYC classroom as a cohort community or places students in semester-long peer groups to foster a convivial space, service-members/veterans may build complex and mentoring relationships; bolster their esteem; interact with a topic of interest; and develop their writing, critical thinking, and collaborative skills together (Blackwell-Starnes, 2018;Hembrough, 2017;Shivers-McNair, 2014). 10 Comparatively, as another strategy for bolstering students' persistence patterns in the writing classroom, some FYC programs have utilized thematic courses (Rinto & Cogbill-Seiders, 2015).…”

Section: Cohort Classes Themed Classes and Constructing One's Identitymentioning

confidence: 99%

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

Hembrough

2020

JVS

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This study addresses college students in a Southwestern, economically depressed, rural area, with their state of residence having a high number, per capita, of service-members and veterans of recent wars. Additionally, some students identified as Native American. The study's purpose was to investigate within this sociocultural dynamic to what extent students with a military identity, a military family history, and/or no military-related affiliation associate with this background and also enjoy reading and writing about military topics, especially within the composition classroom. The students sampled enrolled in a first-year-composition class based upon an experimental course model formulated to be military-friendly and military-theme focused, which assisted them in reading about military topics connected to their personal family background and writing about their military-related identity. The article discusses a three-year, mixed-methods study and involves the following student types: seven service-members/veterans and 57 nonveterans, with 15 being the child of a parent(s) with military service. As instruments, the author utilized surveys, interviews, and course papers. The study resulted in several findings. A majority of students reported having strong connections to their personal and/or family military history as factors correlating with their enjoyment of reading about military topics and writing about their military-related backgrounds, including those who served as role models. The study's results have implications for teaching students who are service-members/veterans, have a military-affiliated identity, and/or possess a recent military family history within a first-year-writing classroom featuring military-themed readings and writings. Furthermore, in addressing the call to identify and accommodate student groups and their academic needs, this article has implications for instructing Native American students of the geographical area.

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Section: Student Veterans Native American Students and The Academicmentioning

confidence: 99%

A Study of Rural and Native-American Students’ Military Identities, Military Family History, and Reading and Writing Interests in a Military-friendly, Military-themed Composition Course

Hembrough

Dunn

2019

JVS

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The authors addressed first-year-composition students in an economically depressed, rural area, with their state of residence having a high number, per capita, of service-members and veterans of recent wars. Additionally, some students identified as Native American. The study's purpose was to explore whether offering a first-year-composition class, based upon an experimental course model formulated to be military-friendly and military-theme-focused, would promote a range of students' interaction with the design, including both service-members/veterans and nonveterans. The article discusses a three-year case study conducted at an Oklahoma university involving seven servicemembers/veterans and 57 nonveterans. The study resulted in several findings. Most students enrolled in the class perceived that in doing so, they interacted with a cohesive, relevant curriculum about military-oriented content. As additional curricular outcomes, the class's framework aided servicemembers/veterans' college shift and many students valued opportunities to discuss their personal and/or recent family military history. The study's results have implications for teaching students who are service-members/ veterans, have a military-affiliated identity, and/or possess a recent military family history within a military-friendly, first-year-writing course. Furthermore, in addressing the call to identify and accommodate student groups and their academic needs, this article has implications for colleges with high numbers of veteran/service-member, rural, and/or Native American students, who might benefit from military-friendly classes similarly.

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At Ease: Developing Veterans’ Sense of Belonging in the College Classroom

Cited by 27 publications

References 16 publications

Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

A Study of Rural and Native-American Students’ Military Identities, Military Family History, and Reading and Writing Interests in a Military-friendly, Military-themed Composition Course

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