PhD candidate Brandy Jenner's third year research paper has been published in the Journal of Veteran Studies: "Student Veterans and the Transition to Higher Education: Integrating Existing Literatures."
Ms. Jenner, who is advised by Assistant Professor Rachel Baker, is specializing in Educational Policy and Social Context (EPSC). Her research interests include higher education access, persistence, and equity; education policy; higher education program evaluation; student veterans; and for-profit colleges and universities.
To address concerns about student veterans, including lagging BA attainment and troubling drop-out rates, researchers, policy-makers, and practitioners would benefit from a more in-depth understanding of the processes student veterans undergo as they transition out of the military and into higher education. This paper synthesizes the literature related to the transition processes and post-secondary experiences of student veterans, nontraditional students, first-generation students, and under-represented minority students in order to identify points of convergence and divergence. These disparate literatures all recognize that the transition to higher education provides additional challenges, relative to the challenges faced by traditional students; however, over the past several decades a growing body of literature points to co-identity organizations – organizations that are centered around one aspect of a student’s identity – as one factor that has potential to ease adjustment to higher education. By integrating existing research focused on the groups of students noted above with the burgeoning literature on student veterans, future researchers can conduct more informed research, and policy-makers and administrators can be empowered to create more effective policies and programs.