Exploring Retention from the Perceptions of Student Veterans Enrolled in Community College

Autor/in	Piland, Kurt Neal
Titel	Exploring Retention from the Perceptions of Student Veterans Enrolled in Community College
Quelle	(2018), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-3357-3
Schlagwörter	Hochschulschrift; Dissertation; Academic Persistence; Two Year College Students; Veterans Education; Barriers; Student Attitudes; Success; Qualitative Research; Case Studies; Student Needs; Semi Structured Interviews; Focus Groups; Student Personnel Services; Nontraditional Students; Student Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Erfolg; Qualitative Forschung; Case study; Fallstudie; Case Study; Schulische Motivation
Abstract	This study explored the perception of student veterans regarding how they navigated barriers to academic success. The number of military and student veterans entering higher education continues to grow. Military education benefits provide financial support to eligible military personnel and veterans entering post-secondary education after discharge from military duty. Veterans struggle with many barriers to their education similar to non-traditional students. Due to these shared barriers, student veterans are often marginalized as non-traditional students, though they face many more stressors than their traditional and non-traditional colleagues. The purpose of this qualitative case study was to examine the perception of student veterans who utilize student services to navigate barriers to academic success at the community college level. Acknowledging that the community college cannot sustain a one-size-fits-all approach to education; special programs and services are developed to accommodate to the needs of students. The problem to be addressed in this study is the high 49% attrition rate of student veterans between their first and second collegiate. Schlossberg's adult transition theory provided the theoretical framework for this study. Data were collected through semi-structured interviews and a focus group discussion. The results of the study reinforced existing research on academic success for student veterans. Having access to a designated physical location and dedicated staff exclusively for student veterans helped overcome many shared barriers including feelings of being too old and experiencing low motivation towards initial enrollment. Several recommendations and implications for practice were provided, including specific recommendations for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01