Student-veterans perceptions of and experiences with veteran-specific support programs and services in a Texas community college

dc.contributor.committeeChairJackson Smith, Dimitra L.
dc.contributor.committeeChairJones, Stephanie J.
dc.contributor.committeeMemberLouder, Justin R.
dc.contributor.committeeMemberCrews, Charles R.
dc.creatorRobles, Joel Hernandez
dc.creator.orcid0000-0002-9042-1743
dc.date.accessioned2017-02-02T18:31:42Z
dc.date.available2017-02-02T18:31:42Z
dc.date.created2016-12
dc.date.issued2016-11-28
dc.date.submittedDecember 2016
dc.date.updated2017-02-02T18:31:42Z
dc.description.abstractIn response to the increased enrollments of veterans and their needs, community colleges have implemented veteran-specific support programs and services aimed at supporting their success. However, the efforts of the community college to support student-veterans may be impeded by student-veterans and their need for self-sufficiency and strategies they employ in the college environment. Considering the preceding, implemented veteran-specific community college support programs and services may not necessarily be relevant or efficacious in responding to the needs of student-veterans. The purpose of this study was to explore the perceptions and experiences of student-veterans with veteran-specific community college support programs and services in the state of Texas. Of specific foci in this study were student-veterans’ perceptions of how support services and programs affect their academic achievement and social integration into college and what these student-veterans perceived were best practices of support that institutions should provide. A qualitative methodology and collective case study research design were utilized to address the three research questions that guided this study. The study was framed by a conceptual framework based on Tinto’s 1975 student integration model. There were 10 student-veterans enrolled in a community college located in the central region of Texas who participated in the study. Data were collected through multiple avenues including semi-structured interviews, field notes, reflexive journaling and institutional documents. Open coding and the constant-comparative method were utilized to analyze the collected data. Strategies to ensure trustworthiness were incorporated throughout the research process. The findings of the study illustrate that student-veterans recognize the implementation of veteran-specific support systems on their campus but note barriers in being able to access them. Other findings from the study indicate that implemented veteran-specific programs and services are not seen as efficacious in affecting student-veteran academic achievement or social integration. Further, findings from this study point to several best practices that can be implemented at the community college to better support student-veterans. Findings of this study lead to several implications for higher education practice, including the need to change the current paradigm of offered veteran-specific support programs and services.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/72346
dc.language.isoeng
dc.rights.availabilityUnrestricted.
dc.subjectVeterans
dc.subjectStudent-veterans
dc.titleStudent-veterans perceptions of and experiences with veteran-specific support programs and services in a Texas community college
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentEducation
thesis.degree.disciplineHigher Education
thesis.degree.grantorTexas Tech University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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