Unseen battles, academic frontlines: the impact of military experience on student veteran persistence in private higher education
Abstract: The purpose of this qualitative study was to understand how ten student veterans persist after entering private, 4-year institutions of higher education during or following their military service. The study’s conceptual framework, drawing from Vacchi’s Model of Student Veteran Support (2011, 2013), employs a narrative approach to spotlight the varied backgrounds and identities of the student veteran population. This research uncovers significant findings through the restorying of participants’ narratives and employing multiple rounds of coding—including deductive, open, in vivo, and process coding. These findings highlight the critical role of Adaptation to Academic Life, which emphasizes the veterans’ ability to adjust to new academic environments; Navigating Support and Resources, which details how veterans utilize specific benefits and support systems for academic and personal advancement; and Personal Development and Future Orientation, which examines the complex journey of these individuals in their post-military academic pursuits. The study also offers recommendations for both practice and research. Practical suggestions include improving orientation and transition programs tailored for veterans, expanding access to veteran-specific resources, integrating early career planning and professional development, and strengthening veteran communities and peer networks. Future research should broaden the scope to examine student veterans’ experiences across different educational settings and assess the impact of institutional policies on their success, thus contributing to policy reforms that significantly improve their academic and well-being outcomes. Additionally, further investigations should consider the (in)visibility of veteran identities in academic contexts and explore intersectionality within student veteran populations.