Seven Connotations of the Word “Transition” in Student Veteran Literature

When used to describe the experience of specific student subgroups, the word “transition” has become complicated by varied underlying connotations. Through the analysis of the language used in a sample of the literature (n = 23 articles) focused on student veterans, the authors identified and examined seven prevalent connotations. The intent of the analysis was to include illustrative examples of the various connotations rather than a comprehensive survey of all student veteran literature. Connotations are perceived through review of author word choice, carrying a set of assumptions about the students and their experiences. This may lead a reader to assumptions about the authors’ research perspective as well as influence the analysis of research findings. Discussion of the nuance and the implications of viewing student veterans as transitioning is included. A suggestion is made to avoid the generic use of the term “transitioning” to apply to student veterans, due to the lack of specificity as well as the underlying assumptions that are inherent in several of the connotations. Researchers and those who work at institutions serving student veterans are encouraged to make explicit the connotations adopted in their work and/or choose more specific terms to provide clarity to the phenomenon of study.