"I Dare You to Underestimate Me": A Narrative Inquiry of Women Student Veterans’ Transition into Higher Education Institutions

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dc.contributor.author Ross, Patricia
dc.coverage.spatial United States en_US
dc.date.accessioned 2023-08-02T20:21:39Z
dc.date.available 2023-08-02T20:21:39Z
dc.date.issued 2023-07-24
dc.identifier.other 65e2cb2b-a186-40a5-acc0-5325bc27aa43 en_US
dc.identifier.uri https://hdl.handle.net/10428/6810
dc.description.abstract Women are the fastest growing population of veterans in the United States. When asked why they joined the military, women have overwhelming indicated they were seeking educational benefits; as such, the number of women veterans attending higher education has risen. While women veterans face many challenges, including physical and mental health challenges, at a greater proportion than male veterans, they also struggle when they return to the classroom. Previous research has shown that in higher education institutions, women student veterans often feel marginalized and invisible as a group and struggle with who they are due to identity dissonance. However, when transitioning into higher education, they tend to excel within their respective institutions. Though research has focused on the challenges women veterans face, few studies have sought to identify the attributes that help women student veterans succeed—more so than male veterans or their female non-veteran peers. In this study, the researcher conducted semi-structured interviews with five diverse women veterans who attended higher education institutions, creating an overarching narrative of their time in the military, their transitions to higher education, and their beliefs about their futures after graduation. Participants’ stories identified the challenges, support strategies, and factors related to their military service and their successful college persistence and graduation. The findings from this research may help administrators better understand the needs of this growing population of women student veterans and the practical steps higher education institutions can take to assist in their success. en_US
dc.format.extent 1 electronic record. PDF/A document, 200 pages, 2633207 bytes bytes. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed. en_US
dc.subject Higher education en_US
dc.subject Adult education en_US
dc.subject Dissertations, Academic en_US
dc.subject College-student veterans en_US
dc.subject Women veterans--Education en_US
dc.subject Veterans en_US
dc.subject Veterans--Education en_US
dc.title "I Dare You to Underestimate Me": A Narrative Inquiry of Women Student Veterans’ Transition into Higher Education Institutions en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Roberts, Diane
dc.description.committee Workman, Jamie
dc.description.committee Moore, Brian
dc.description.degree Ed.D. en_US
dc.description.major Education en_US


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