Student Veteran perceptions of facilitators and barriers to achieving academic goals

Abstract

Abstract-According to recent estimates, over 1 million Operation Iraqi Freedom/Operation Enduring Freedom Veterans are utilizing the post-9/11 GI Bill to pursue higher education. Data collected by the Department of Defense suggests that greater than 17% of returning Veterans may experience mental and physical health disorders, which can negatively affect school performance. The current study explored student Veterans' perceived facilitators and barriers to achieving academic goals. Thirty-one student Veterans completed self-report measures and interviews. Results suggested that Veterans who were reporting problems or symptoms in one mental or physical health domain were likely to be reporting symptoms or problems in others as well. The interview data were coded, and three overarching themes related to barriers and facilitators emerged: person features (e.g., discipline and determination, symptoms and stressors), institutional structure (i.e., what schools and the Department of Veterans Affairs do that was perceived to help or hinder student Veteran success), and policy concerns (i.e., how the structure of the GI Bill affects student Veteran school experience). Results from this research indicate the need for larger studies and program development efforts aimed at enhancing academic outcomes for Veterans.

A Midwestern Frontier University’s Readiness to Support Student Veterans

“…Both study populations (staff and faculty members) reported a lack of training about the student veteran population, 72.8% reported that there is no faculty training provided and 69.3% marked that there is no staff training on student veterans. Training for staff and faculty on the military culture could help them to understand student veterans' skills and strengths that can benefit the academic environment (Norman, et al, 2015). Staff and faculty identified that there is a lack of sensitivity for student veterans on campus (46.5%).…”

“…Student veterans can feel a sense of alienation on campus due to the differences between higher education and the military culture (O'Herrin, 2011). In Norman, et al's (2015) qualitative study of 31 student veterans, one of the themes that emerged from the interviews was lack of support from staff and faculty. It was suggested that staff and faculty could take a training on the military culture to better understand the strengths and barriers that student veterans face.…”

Transition and the Troubled Giant: Opportunities for Colleges and Universities to Invest in Veterans

“…They miss the camaraderie they experienced in the military; they feel like outsiders among the 18-22 year-old traditional campus population; and they sense that faculty does not understand them. In addition, those with a diagnosis of PTSD were found to experience a greater sense of alienation within the campus environment (Norman, Rosen, Himmerich, Myers, Davis, Browne, & Piland, 2015;Elliott, Gonzalez & Larsen, 2011). Difference in culture is not the only difficulty facing veterans transitioning to college; financial difficulties often add another layer of stress for student veterans.…”

“…While most are happy to have the financial support of the GI Bill, they may be unprepared to deal with the bureaucracy around the application process, and the unpredictable delays in receiving funds. Students may find themselves dropped from classes due to late payments, (Norman, et al, 2015) or assuming more out-of-pocket expenses than they can afford, leading to credit card debt (Griffin & Gilbert, 2015;Ackerman, DiRamio, & Garza Mitchell, 2009). Debt compounds stress related to transition.…”

“…While there are challenges, there are also supports and resources available at many colleges and universities that are beneficial to student veterans. To overcome the barriers, student veterans report the importance of connecting with other veterans (American Council on Education, 2010; Burnett & Segoria, 2009;Do-It, 2008;Madaus, Miller, & Vance, 2009; American Council on Education, 2010), more sensitivity among faculty to veterans' issues (American Council on Education, 2010; Burnett & Segoria, 2009;Cook & Kim, 2009;Do-It, 2008), and better coordination between the administrative offices and staff that work with veterans (Norman, et al, 2015). More important than having a dedicated physical space (e.g., veterans center), was the existence of a person or persons in a leadership capacity who understood veterans' issues and could serve as an advocate.…”