Identifying the Camouflage: Uncovering and Supporting the Transition Experiences of Military and Veteran Students

This study summarizes the qualitative findings from a multi-institutional study about the college transition experiences of military and veteran students, specifically students' articulation of their needs. Findings reveal a) a lack of in-processing, b) need for community, and c) institutional invisibility. Using the Student Veteran Transition Model developed by Livingston et al. (2011) as a guide, four recommendations for institutional practice are provided. MILITARY AND VETERAN STUDENT TRANSITON 2 With the passing of the Post-9/11 Veterans Educational Assistance Act, commonly referred to as the Post-9/11 G.I. Bill, in 2008, the number of veteran and military students is growing rapidly (Bauman, 2013; Cate, 2014; De Sawal, 2013; Nichols-Basebolt, 2012; Sanders, 2013; Vacchi, 2012). Students with military experience (SWME) have different experiences transitioning to higher education institutions than their non-military peers, and institutions need to examine these differences closely in order to serve this population (Cook & Kim, 2009; Ostovary & Dapprich, 2011; Wheeler, 2012). Studies have shown that SWME may feel isolated in, and excluded from, their campus communities (Livingston, Havice, Cawthon, & Flemming, 2011; Rumann & Hamrick, 2010), undervalued in the classroom (Williams, 2013), and frustrated by financial delays (U.S. Government Accountability Office [USGAO], 2013). Currently, higher education institutions are in the process of developing programs, offices, and policies to serve this emerging population (Jackson, Fey, & Ewing Ross, 2013) but are doing much of this work based on perceived needs rather than empirical data (Barry, Whiteman, & MacDermid Wadsworth, 2014; Bauman, 2013; DiRamio & Jarvis, 2011; Livingston et al., 2011). State and federal governments and higher education institutions demonstrate their belief that providing access to a college education is a valuable endeavor by investing a significant amount of time and money in assisting veteran students (Cook & Kim, 2009; Lang & Powers, 2011; McGovern, 2012; U.S. Department of Veterans Affairs, 2012). Nevertheless, in most instances these investments are made without a comprehensive understanding of the needs and experiences of this population of students (McGovern, 2012; Moon & Schma, 2011). The purpose of this study is to understand how SWME make the transition to a higher education institution. The specific question framing the study was: What do SWME perceive as their needs related to their successful transition to the institution? Theoretical Framework and Review of Literature The Student Veteran Academic and Social Transition Model (SVATSTM) developed by Livingston et al. (2011) informed the study. The SVATSTM includes four components influencing how a student veteran navigates the re-enrollment process: cornerstones, auxiliary aid, environment and navigating (re)enrollment (see Figure 1). Livingston et al. showed that military socialization influences the use of auxiliary aid such as peers and support systems for the transition of veterans, which, in turn, influences the navigation of enrollment and use of support structures. Livingston et al. illustrated the interconnectedness of experiences that frame the transition for SWME. This connected, comprehensive view also serves as an appropriate framework from which to discuss the existing literature. MILITARY AND VETERAN STUDENT TRANSITON 3