Figure 1
DiRamio and Jarvis’s Adaptation of Tinto’s Longitudinal Model of Institutional Departure for Student Veterans.
Note: This figure demonstrates the elements of a student veteran flow chart following exiting the military and entering higher education.
Table 1
Participant Demographics.
| Pseudonym | Sara | Donnie | Jaiden | Jaja | Kelly | Don | Missy | Ray |
|---|---|---|---|---|---|---|---|---|
| Level of education | BS, Mgmt, working on MBS Mgmt | Some college/HS diploma | AS Aviation maintenance, working on BS engineering | Associate’s degree | BS | BAS | BA in education | Masters- counseling in human development |
| Family/relationship status | Single | Single | Married | Single/Engaged | Married | Married | Married | Married |
| Number of dependents | 0 | 0 | 3 | 0 | 2 | 3 | 2 | 3 |
| Branch of military | Service member, USAF | Service member, USAF | Service member, USAF | Service member, USAF | Military spouse, USAF | Veteran, USAF | Veteran, ARMY | Veteran, USAF |
| Military occupation | Active duty, airfield mgmt | Active duty, munitions | Active duty, tactical aircraft maintainer | Active duty, public health technician | Financial counselor | TAP instructor | TAP instructor | TAP instructor |
| Previous military occupation | N/A | N/A | Senior control crash recovery shift lead | N/A | N/A | First sgt life support | Army maintenance officer | Database manager |
| Years served in branch | 11 | 19.8 | 19 | 5 | 2 | 27 | 4.5 | 30 |
| rank | TSgt | TSgt (E-6) | TSgt (E-6) | Senior Airman | N/A | SMSgt | Captain | CMSgt (E-9) |
| Separatee or retiree | Undecided | Retiree | Retiree | Separatee | N/A | Retiree | Separatee | Retiree |
| Racial identity | African American/Asian | White | White | Hispanic | White | White | White | White |
| Gender | Female | Male | Male | Female | Female | Male | Female | Male |
| socioeconomic status | Middle | Lower middle | Middle | Middle | Upper middle | Middle | Middle | Middle |
[i] Note: N/A indicates that the information is not available.
Table 2
Example of Coding.
| Initial Codes | Final Codes | Themes |
|---|---|---|
| 1. Airmen and Family Readiness reached out to airman for TAP, Service member talked with supervisor and scheduling was approved | Beginning transitional thinking during TAP (which did have influence on potential for HE for some) | Military and Service Members Prioritizing the Seriousness of the TAP |
| 2. Assessments offered during TAP after each session | All separatees and retirees completed assessments. In-house preseparation counseling assessments are administered | Necessity of Online Resources and Assessment for TAP and Higher Education Track |
| 3. Without Master’s degree would not feel prepared due to financial benefit difference from military to civilian life | Higher education as a goal upon separation | Utility of MOC Crosswalk and DOL Employment Workshop |
| 4. MOC converted skills from military to civilian language, differences between military and civilian | Awareness of additional training track options, not required, deliverables must be met if track is chosen | Potential Financial Concerns When Transitioning |