Student Veterans: Does How We Welcome Them Matter?

Abstract

The recent influx of veterans into higher education has caused an increase of dedicated services and programs. Educational success is contingent upon student involvement in their educational communities, and orientation plays an important role in facilitating this engagement. Using quasi-experimental research design, and Schlossberg’s constructs of mattering and marginality in higher education as a lens, this study sought to discover if student veterans experienced differing levels of mattering to their schools when categorized by the type of orientation they attended. Five hundred eighty-nine student veterans at 13 public universities within one Midwestern state completed the Unified Measure of University Mattering Instrument (France, 2011), and provided limited demographic information. Findings demonstrate that student veterans who experienced an orientation session which included a session designed exclusively for veterans demonstrated statistically significant higher scores in their perceived mattering to their school than student veterans who did not attend orientation. However, student veterans who attended standard orientation without veteran-specific content did not demonstrate statistically significant higher scores that those who did not attend orientation at all. Results indicate how small changes in traditional programs can have a significant impact on student veterans’ sense of mattering to their university.