Student Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education.
Series Editor Introduction by Marybeth Gasman & Nelson Bowman III
Chapter One: Historical Context of Student Veterans and Service Members
Chapter Two: Cultural Context
Chapter Three: Facilitators and Barriers to Success
Chapter Four: Advocacy Model
Chapter Five: Best Practices for Increasing Student Success
Chapter Six: Student Veteran Cognitive and Identity Development
Chapter Seven: Equity Issues
Chapter Eight: Future Directions, Potential Challenges, and Conclusions
"This work is an essential addition to the libraries of higher education practitioners and researchers. This comprehensive book provides practical tips based on empirical research to support student veterans' academic achievement. It is what has been missing from the literature of student veterans, providing a window into the conflict between military and academic cultures, the cognitive and identity development of student veterans, and models to enhance student veteran academic success."
--Andrew Sonn, Assistant Vice President of Student Affairs, The George Washington University
"Arminio, Grabosky, and Lang skillfully analyze the often jarring experiences for enrolled military veterans and service members. Highlighting cultural dissonances and the need for skillful translations, competencies, and cultural fluencies, this book provides a range of exemplary theory-to-practice models and strategies for educators. Through their focus on serving veterans and service members, the authors also identify strategies for developing the kinds of inclusive, multicultural campuses in which all students can thrive."
-- Florence A. Hamrick, Professor of Education, Rutgers University
"Arminio, Grabosky, and Lang (2015) provide a comprehensive overview of student veterans and service
members from interviews and analyses of higher education institutions. This book speaks from history and
experience of the U.S. military to present outreach opportunities for the modern reader. The best audience for
this book would be higher education administrators and counselors because it primarily discusses the
challenges of transitioning to student life in higher education. More importantly, the authors consider the life of
the students beyond school, what the students have seen, the makeup of the military world, and how it sheds
light on this one."
--Christina Geuther, Kansas State University
"Arminio, Grabosky, and Lang provide compelling coverage of a segment of students on US institutions of higher education: student veterans and military service members (SVSM).The coverage in the volume is reflective of the multiple perspectives of the author team, as researcher, practitioner, and student veteran. Reflective of these three
perspectives, the volume includes empirical evidence, stemming from their multi-site case study of cultural conflict experienced by SVSM during their transition to the military and then to higher education; it illuminates best practices and calls for practitioner advocacy for SVSM students as they navigate campus barriers; and this volume draws heavily on SVSM voices (from their data) to narrate the cultural conflicts during transition experiences."
--Susan V. Iverson, Kent State University