Challenges of African American Female Veterans Enrolled in Higher Education

Challenges of African American Female Veterans Enrolled in Higher Education by Latrice Jones Tollerson MEdAS, Virginia State University, 1989 BA, Virginia State University, 1979 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education – Leadership, Policy, and Change Walden University November 2018 Abstract African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg’s adult transition theory and identity formation as described in Josselson’s theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans’ experiences can be used to inform university administrators, state employment agencies, the Army’s Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg’s adult transition theory and identity formation as described in Josselson’s theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans’ experiences can be used to inform university administrators, state employment agencies, the Army’s Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better. Challenges of African American Female Veterans Enrolled in Higher Education by Latrice Jones Tollerson MEdAS, Virginia State University, 1989 BA, Virginia State University, 1979 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education – Leadership, Policy, and Change Walden University November 2018 Dedication This dissertation is dedicated to my two daughters, Katrina Latrice Brantley, Esq. and Kiila Nicole Johnson, MD who have provided me with inspiration and purpose. Without your devotion and loving support, this endeavor would not have been possible. I would also like to thank my mother, Marilyn B. Jones, a life-long educator in Lunenburg County, Virginia for being the bedrock of our family and for establishing the importance of education during my developmental years. To my dearly departed brother and sister, Andre Jerome Jones and Patrice Jones Harris, who left this world far too soon, I miss you more than words can ever express. This study is meant to serve as a tribute to female veterans, past and present, who have paved the way, and who made my career success possible. I especially give thanks to the women who served with me in the U.S. Army for 30 years as we endured the hardships, challenges, and sacrifices of military service. We did so with honor, integrity, and grace. Your courage, dedication, and stories are the inspiration for this study. Acknowledgments I am indebted and grateful to several individuals who provided me with love, mentorship, advice, and encouragement during this unbelievable time in my life. I especially give thanks and acknowledge the following: Dr. Peter Lownds, my chair and mentor. Your continuous encouragement and support were invaluable to me especially during the lonely periods when I questioned even myself. Your devotion and constant praise will never be forgotten, as this dream would not have been possible without you. Dr. Cheryl Keen, my methodologist. Your dedication, technical expertise, and quiet resolve enabled me to stay on track. You took my hand and guided me along the way toward degree completion. I am forever in your debt. Dr. Alice Eichholz, my university research reviewer. Thank you for the difficult task of ensuring that my capstone paper meets the quality, rigor, and integrity of a Ph.D. dissertation. I will always be grateful for your support. Academic advising, library staff, and institutional research, thank you for answering my questions and for providing support when needed. Your professionalism made this journey a little easier. To the women who shared their stories of sacrifice, struggle, and accomplishment, this dream would have not been possible without your support. Thank you from the bottom of my heart. Marilyn B. Jones, my mother, a retired educator and the first in her family to earn a college degree. You always demonstrated to my siblings and me the importance of having an education. You struggled so that we may have. You are my beacon and guiding light. Katrina Latrice, Kiila Nicole, Bryce Anthony, Bryan Curtis, Brayden Alexander, and Blair Corinne my children and grandchildren. Your loving supported gave me the courage to stay the course and to see this dream to an end. You all are my greatest accomplishment.