Structuring Support for College Student Veterans:A Model for Institutional Intervention
While existing research on veteran college students often centers on their adaptation and development,there is a notable gap in understanding the specific support mechanisms institutions should provide.This study addresses this gap by drawing upon the framework of structured support within college student development theory.Utilizing semi-structured interviews with 30 veteran college students in Zhejiang Province,China,and employing an interpretive phenomenological analysis,this study examines student perspectives on necessary institutional support.Findings reveal that student experiences are characterized by:(1)identity friction between their military background and the academic environment;(2)a"feeling of being behind"stemming from age differences,life experiences,and social comparisons;(3)challenges navigating the"informal norms"of academic and social life;and(4)feelings of powerlessness and frustration related to coursework,particularly in foundational and practical courses.Students identify existing institutional support as often available but lacking structure.They critique bureaucratic administrative processes and highlight the absence of effective support during key transitional moments.Based on these findings,the study proposes a model of structured support for veteran students that emphasizes:(1)the integration of identity-sensitive and academic support;(2)fostering a sense of belonging and recognition;(3)individualized policy guidance and interaction;and(4)targeted academic support.
veteran college studentsinstitutional supportstructuredacademic interventionpolicy linkage
万方数据
维普
