From War Zones to Classrooms

Student-Veterans' Perspectives on Transition

Authors

  • Michael C. Jones

DOI:

https://doi.org/10.24926/jcotr.v18i2.2749

Keywords:

Veterans Educational Assistance Act, non-traditional, veteran, students, combat zones, traumatic brain injuries (TBI), post-traumatic stress disorder (PTSD), stress, reactions, interview, trigger, self, support, Schlossberg, mattering, marginality

Abstract

Student-veterans are a unique subculture across the nation's college and univeristy campuses, and their enrollment numbers are expected to grow to almost two million in the upcoming years following the Iraq and Afghanistan wars (ACE, 2008). It is vital for higher eduation institutions to critically examine the way they serve this important subgroup and redesign their organizational structures and established cultures to better serve this population. This article examines the perspectives of three student-veterans, provides recommendations on improving their transition into higher education, and recognizes some current best practices that support student-veterans.

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Published

2011-06-01

How to Cite

Jones, M. C. (2011). From War Zones to Classrooms: Student-Veterans’ Perspectives on Transition. Journal of College Orientation, Transition, and Retention, 18(2). https://doi.org/10.24926/jcotr.v18i2.2749

Issue

Section

Feature Articles