Examining the Roles and Responsibilities of Postsecondary Institutions After a Decade of War

• In Event: Transforming School and Campus Climate for Military-Connected Students and Veterans: Research and Practice From the Field

Abstract

According to the Center for American Progress, approximately 400,000 veterans were enrolled in an institution of high education during the spring of 2012 (Griffin & Gilbert, 2012). These enrollment figures, however, are expected to grow in the coming years as the military transitions from a wartime force to a peacetime force (Griffin & Gilbert, 2012; McBain, Kim, Cook & Snead, 2012; Radford & Weko, 2011). In the last five years, a handful of published reports and empirical manuscripts have started to examine the postsecondary experiences military veterans and active duty personnel in response to the influx in student enrollments (e.g., Ackerman, DiRamio & Mitchell; American Council on Education, 2008; Bauman, 2009; Cook & Kim, 2009; DiRamio, Ackerman, & Mitchell, 2008; Lang & Powers, 2011; Livingston, Havice, Cawthon, & Fleming, 2011; Rumann & Hamrick, 2010; Steele, Salcedo & Coley, 2010). Educational periodicals, like The Chronicle of Higher Education and Inside Higher Ed, have also published a number of articles highlighting the experiences of this unique and often underserved student group (e.g., Epstein, 2009; Grasgreen, 2011, 2012; Moltz, 2010; Sander, 2012 a,b,c; Seawall, 2010; Sloane, 2010, 2012 a,b; Stripling, 2010; Rose, 2010).

After nearly a decade of war, institutions of higher education are increasingly being called upon to support the transition of the nation’s servicemen and women as they prepare to enter into civilian roles (Hill, 2012; Knapp, 2010; Mytelka, 2010; Rose, 2010; Sloane, 2010). Using primary and secondary data sources, this paper critically examines the roles and responsibilities of postsecondary institutions as they relate to the social, emotional, and academic needs of military veterans. Historical (i.e., WWII era) and contemporary issues of access, persistence, and completion were examined pursuant to this goal. Preliminary finding stress the importance of multi-sector expertise and cooperation. Recommendations and strategies for developing nurturing and supportive educational environments include targeted outreach and culturally competent practice.

Authors

• Monica Christina Esqueda, University of Southern California

• Kris Tunac De Pedro, Chapman University

• Hazel Atuel, University of Southern California