Student Veterans in Transition: The Impact of Peer Community
Differences in contextual norms between the U. S. military and institutions of higher education mean that student veterans may experience difficulty integrating into the wider campus community, leading to educational inequity. However, this situation may be mitigated by the presence of a strong student veteran peer community. Previous studies of student veterans in higher education have shown that connecting with peers (particularly peers who have military experience) is an important part of the college experience; however, the nature of these peer connections has yet to be investigated. The current study examines the experiences of veterans at a Southern California community college's Veteran Resource Center to illuminate the role of peer community for veterans transitioning from military service into higher education. Results indicate the presence of a robust veteran peer community can play a pivotal role in veterans' transition to higher education.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Publication date: March 1, 2019
More about this publication?
- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
- Editorial Board
- Information for Authors
- Submit a Paper
- Subscribe to this Title
- Ingenta Connect is not responsible for the content or availability of external websites