Invisible Cultural Barriers: Contrasting Perspectives on Student Veterans' Transition

Lim, Jae Hoon; Interiano, Claudia G.; Nowell, Caroline E.; Tkacik, Peter T.; Dahlberg, Jerry

doi:10.1353/csd.2018.0028

Cited by 24 publications

(28 citation statements)

References 31 publications

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“…Within this context, it is up to the college administrators to identify the students' needs, provide varied institutional support, and remove the barrier that stops them from completing the overall transition process. This deterministic view of the role of the institution implies that colleges need to guide the students to the finish line, helping them complete their transition so that they can operate smoothly in their new environment (e.g., Albright et al, 2019;Lim et al, 2018).…”

Section: Assimilationmentioning

confidence: 99%

“…The authors may then frame their arguments as an interplay among expectations, realities, and the resultant student behavior. It may be perceived that these researchers consider the term "transition" in the context of individual feelings (Ahern et al, 2015;Hunter-Johnson, 2018;Lim et al, 2018;Morris et al, 2019;Naphan & Elliott, 2015;Rumann & Hamrick, 2010;Vacchi, 2012;Young & Phillips, 2018).…”

Section: Expectationsmentioning

confidence: 99%

“…The college experience can be expressed in feelings of a hidden curriculum or set of rules, resulting in a disconnect between instructors' expectations and student expectations. The hidden curriculum could include many components of academia and campus culture that may not be readily accessible, visible, or helpful for the student (Lim et al, 2018). If using the word "transition" to describe the need for students to adjust their expectations regarding variables like responsibility, acceptable behavior, and student life, there is a risk that all other aspects of a successful and healthy integration into college culture will be overlooked or not considered at all.…”

Section: Expectationsmentioning

confidence: 99%

See 2 more Smart Citations

Seven Connotations of the Word “Transition” in Student Veteran Literature

Schultz

Caterino

Garrity

et al. 2022

Journal of Veterans Studies

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When used to describe the experience of specific student subgroups, the word "transition" has become complicated by varied underlying connotations. Through the analysis of the language used in a sample of the literature (n = 23 articles) focused on student veterans, the authors identified and examined seven prevalent connotations. The intent of the analysis was to include illustrative examples of the various connotations rather than a comprehensive survey of all student veteran literature. Connotations are perceived through review of author word choice, carrying a set of assumptions about the students and their experiences. This may lead a reader to assumptions about the authors' research perspective as well as influence the analysis of research findings. Discussion of the nuance and the implications of viewing student veterans as transitioning is included. A suggestion is made to avoid the generic use of the term "transitioning" to apply to student veterans, due to the lack of specificity as well as the underlying assumptions that are inherent in several of the connotations. Researchers and those who work at institutions serving student veterans are encouraged to make explicit the connotations adopted in their work and/or choose more specific terms to provide clarity to the phenomenon of study.

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Section: Assimilationmentioning

confidence: 99%

Section: Expectationsmentioning

confidence: 99%

Section: Expectationsmentioning

confidence: 99%

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Seven Connotations of the Word “Transition” in Student Veteran Literature

Schultz

Caterino

Garrity

et al. 2022

Journal of Veterans Studies

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“…Consequently, veterans must familiarise themselves with the social norms in the Danish educational environment, requiring them to exercise agency as non-authoritative participants. International research (Lim et al 2018) and policy (Griffin & Gilbert 2012) treat veterans who enter education as a specific group with social challenges. Our effort is to highlight the possibilities for veteran support both in the Danish Defence policy and for research on Danish veterans.…”

Section: Recommendations For Social Support Of Veteransmentioning

confidence: 99%

Veteran Transition from Military to Civilian Life: Towards a Sociocultural Framework for Social Support

Pedersen

Wieser

2021

Scandinavian Journal of Military Studies

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The transition period for reintegrating into the civilian environment can be challenging, posing unique challenges of socialisation and cultural adaptation for young Danish veterans. However, young Danish veterans have not yet been targeted by social support that handles them as a distinct category of veterans. Therefore, this article analyses a widely used Danish framework for social support, the Battlemind-Homemind framework. The article discusses how the framework supports the challenges of young Danish veterans, in order to identify support needs. The framework is found to hold limitations for providing social support in relation to young Danish veterans' distinct challenges. A case is made for an alternative choice of sociocultural frameworks, specifically transformative learning theory, to understand and support socialisation and cultural adaptation challenges. Transformative learning theory is used to explore social challenges in young Danish veterans' narratives on transition. The analysis reveals how veterans attempt to deal with social challenges, and how their attempts are limited by three elements:(1) Norms that suggest that people in authority define the culture of environments. (2) A veteran perception that different norms constitute an unstructured environment. (3) Aggression control as a veteran behaviour that limits cultural adaptation. Based on these analyses, social support recommendations to the Danish Defence are provided within three themes: (1) Recognise young Danish veterans as a group facing distinctive challenges. (2) Consider sociocultural frameworks for the conceptual foundations of social support. (3) Increase awareness of challenges in education environments.

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“…Student veterans were less likely than other students to experience a smooth transition to university, often struggling with the perceived contrast between military and university life. Studies from the US have also highlighted the "culture clash" student veterans can experience, especially due to differences between the rigid and hierarchical structure of the military environment and the relatively loose structure of the higher education environment (Ackerman, DiRamio, & Garza Mitchell, 2009;Glasser, Powers, & Zywiak, 2009;Lim, Interiano, Nowell, Tkacik, & Dahlberg, 2018;Livingston, Havice, Cawthon, & Fleming, 2011). This finding highlights the need for more veteran-specific support programs to ease the transition to university.…”

Section: University Support For Veteransmentioning

confidence: 99%

Supporting Military Veterans in Australian Higher Education

Andrewartha

Harvey

2019

JVS

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Veterans often face difficulties during the transition from military to civilian life, with relatively high unemployment rates and mental health risks. Higher education represents an important pathway to navigate this transition successfully. Research from the United States shows that veterans bring unique strengths to the classroom, but also face specific challenges and barriers in accessing higher education. In Australia, military veterans have been largely invisible in the higher education sector. There is little national evidence on their access, success, and graduate outcomes. To begin to address this gap, we conducted a national survey of 240 student veterans who had enrolled in Australian higher education. In this article, we outline the barriers participants faced in accessing and transitioning to higher education, and their subsequent experiences at university. We provide recommendations to help universities develop more effective programs and policies to promote the success of student veterans.

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Invisible Cultural Barriers: Contrasting Perspectives on Student Veterans' Transition

Cited by 24 publications

References 31 publications

Seven Connotations of the Word “Transition” in Student Veteran Literature

Seven Connotations of the Word “Transition” in Student Veteran Literature

Veteran Transition from Military to Civilian Life: Towards a Sociocultural Framework for Social Support

Supporting Military Veterans in Australian Higher Education

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