The higher education landscape for US student service members and veterans in Indiana

Hitt, Stacie; Sternberg, Martina; Wadsworth, Shelley MacDermid; Vaughan, Joyce; Carlson, Rhiannon; Dansie, Elizabeth J.; Mohrbacher, Martina

doi:10.1007/s10734-014-9854-6

Cited by 16 publications

(22 citation statements)

References 22 publications

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“…It is estimated that between 17%−19% of Iraq and Afghanistan veterans experience mental health issues (Campbell & Riggs, 2015). Other research suggests that up to one-third of service-members returning from Iraq and Afghanistan experience mental health issues or other cognitive difficulties (Hitt et al, 2015). Unlike Vietnam veterans, service-members returning from the wars in Iraq and Afghanistan have encountered a more welcoming and supportive public.…”

Section: Veterans and Disabilitymentioning

confidence: 99%

“…Adapting to civilian life is challenging for many student veterans, and the transition to college is often equally difficult (Durosko, 2017;Jones, 2017;Kirchner, 2015). The move from a highly structured lifestyle, to that of a civilian and student, brings with it numerous obstacles such as feeling out of place or isolated on campus (Campbell & Riggs, 2015;Durosko, 2017;Hitt et al, 2015;Kapell et al, 2017;Jones, 2017;Osborne, 2014). Military culture is characterized by clear direction, organization, and regulation, and transitioning to a world of multiple choices, ambiguity, and freedom can be daunting, confusing, and frustrating for some student veterans (Durosko, 2017;Jones, 2017;Kapell et al, 2017).…”

Section: Stigma and Invisible Disabilitiesmentioning

confidence: 99%

“…Military culture is characterized by clear direction, organization, and regulation, and transitioning to a world of multiple choices, ambiguity, and freedom can be daunting, confusing, and frustrating for some student veterans (Durosko, 2017;Jones, 2017;Kapell et al, 2017). These transitional challenges set student veterans apart from their nonmilitary student peers (Hitt et al, 2015). This transition can be more challenging for student veterans who have experienced combat (Jones, 2017).…”

Section: Stigma and Invisible Disabilitiesmentioning

confidence: 99%

“…Like other student populations in higher education, student veterans face both familiar, and unique challenges such as being the first in their families to attend college (Kapell et al, 2017;Mechur-Karp & Klempin, 2016a). Similar to their peers, student veterans also face the challenges of balancing work, life, school, and other, non-academic responsibilities (Hitt et al, 2015;Mechur-Karp & Klempin, 2016a;Osborne, 2014). However, student veterans also experience challenges unique to themselves (Hitt et al, 2015;Kirchner, 2015;Mechur-Karp & Klempin, 2016a), such as differentiated treatment from others on campus due to stereotypes and stigma related to the military and disability.…”

Section: Transition and Higher Educationmentioning

confidence: 99%

“…public's attitudes toward military service-members has changed over time within the context of each past wartime (Hitt et al, 2015). Yet each military conflict is unique, resulting in different disability and stigmatization experiences for military veterans (Campbell & Riggs, 2015).…”

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confidence: 99%

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Invisible Disabilities, Stigma, and Student Veterans: Contextualizing the Transition to Higher Education

Flink¹

2017

JVS

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As military veterans transition back into civilian life, the transition process is often filled with challenges. Some veterans leave military service having developed a service-related disability such as post-traumatic stress disorder (PTSD), anxiety, or depression. These invisible disabilities can further complicate the transition from military to civilian life. As military veterans with invisible disabilities begin the transition back into society, many enroll in college to retrain or start new careers. While many military veterans experience difficulties transitioning into civilian life, their invisible disabilities, and the often stigmatization that comes with such disabilities, can make integrating into college as a student a uniquely challenging transition in their new lives.

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Section: Veterans and Disabilitymentioning

confidence: 99%

Section: Stigma and Invisible Disabilitiesmentioning

confidence: 99%

Section: Stigma and Invisible Disabilitiesmentioning

confidence: 99%

Section: Transition and Higher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

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Invisible Disabilities, Stigma, and Student Veterans: Contextualizing the Transition to Higher Education

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2017

JVS

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Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education

Pawley

2019

J of Engineering Edu

118

107

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Background: Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering education research uses individual-level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering education. Purpose: This study explores how the intersection of ruling relations, critical race, and feminist theories can investigate how gender and race are built into engineering education's institutional structure.Design/Method: This study used interviews collected from 17 women and men of color and White women who were engineering undergraduate students at U.S. universities. The interviews were drawn from a project that takes as its premise that learning from such small numbers of students facilitates analyzing data intersectionally. The primary analysis used narrative methods through repeated readings. Results: I offer empirically based illustrations of ruling relations in U.S. universities and schools of engineering that unduly impact minoritized populations. These illustrations include discussions of financial aid knowledge, meeting the needs of transfer and Native students, and how schools crafting "the ideal student" as a young, single White male problematically impact minoritized students. The results illustrate how ruling relations structure engineering education in White-and male-dominated ways. Conclusions: This paper offers questions to help readers consider how ruling relations race and gender their own institutions. In addition, it offers an interpretive, emergent method for interrogating institutional structure and ideas for future work using ruling relations in engineering education research. K E Y W O R D Scritical theory, gender, institutional structure, race, ruling relations

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Actualizing veterans education in nursing

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Francis-Johnson

Jones

et al. 2018

Journal of Professional Nursing

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The higher education landscape for US student service members and veterans in Indiana

Cited by 16 publications

References 22 publications

Invisible Disabilities, Stigma, and Student Veterans: Contextualizing the Transition to Higher Education

Invisible Disabilities, Stigma, and Student Veterans: Contextualizing the Transition to Higher Education

Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education

Actualizing veterans education in nursing

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