Navigating transition in a white man’s world: Testimonials from the voices of micro-marginalized military and Veteran students of color in higher education

Abstract:This qualitative action research dissertation examines micro-marginalized military and veteran students of color (M/VSOC) at Northern Kentucky University and the effectiveness of institutional programs in supporting their transition from military service into higher education. This study introduces the term micro-marginalized to describe how M/VSOC, already navigating the challenges of veteran identity, encounter compounded barriers shaped by racialized experiences. Guided by Veterans Critical Theory, interviews were conducted with nine students to explore institutional policies, lived experiences, and opportunities for improvement. Findings reveal that while existing programs provide commendable support, barriers remain, reminding us that transition is not all performance medals and welcome banners. By magnifying the voices of M/VSOC, this research offers critical insights into the challenges they encounter and informs strategies to build more inclusive and effective educational environments. Military terminology and jargon is used intentionally, making the work both resonant for veterans and an introduction to scholars.

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