Table 1
The Distribution of Perceived Connotations Within the Sample.
| AUTHORS | ASSIMILATION | EXPECTATIONS | IDENTITY | LIFESTYLE | OWNERSHIP | TASK | TIME |
|---|---|---|---|---|---|---|---|
| Ahern et al. (2015) | X | X | X | X | |||
| Albright et al. (2019) | X | X | |||||
| Alschuler & Yarab (2018) | X | X | |||||
| Blaauw-Hara (2017) | X | X | X | ||||
| Blackwell-Starnes (2018) | X | X | X | X | |||
| Borsari et al. (2017) | X | X | X | X | |||
| Burnett (2009) | X | X | |||||
| DiRamio et al. (2015) | X | X | X | ||||
| Dobson et al. (2019) | X | X | |||||
| Griffin & Gilbert (2015) | X | X | |||||
| Hammond (2015) | X | ||||||
| Hunter-Johnson (2018) | X | X | X | X | |||
| Jenner (2017) | X | ||||||
| Jones (2013) | X | X | |||||
| Lim et al. (2018) | X | X | X | X | |||
| Livingston, et al. (2011) | X | X | |||||
| Morris et al. (2019) | X | X | |||||
| Naphan & Elliot (2015) | X | X | |||||
| Olsen et al. (2014) | X | X | X | ||||
| Osborne (2016) | X | X | X | ||||
| Rumann & Hamrick (2010) | X | X | X | ||||
| Vacchi (2012) | X | X | |||||
| Young & Phillips (2019) | X | X | X | X |
Table 2
Article Quotations That Exemplify Each Connotation.
| CONNOTATION | EXAMPLE |
|---|---|
| Assimilation | [Deterministic] “Several foundational steps can help campuses develop their relationship with veteran and service member community to include…” (Albright et al., 2019, p. 484). “Role models are also an important component that can help student veterans understand how to assimilate” (Morris et al., 2019, p. 195). “Veterans’ trying to avoid being a burden to others is an explanation for why veterans may not self-identify: if no one knows the student is a veteran, there is no shame in asking for help” (Vacchi, 2012, p. 18). “Others described how the nuances and cultural norms of military environments were different from those in a college setting and that they had to be intentional about interacting with others appropriately” (Olsen et al., 2014, p. 105). |
| Expectations | “Veterans may feel they must live up to a false expectation: not to burden others with their problems” (Vacchi, 2012, p. 18). “… the mismatch between expectations that coming home would be a welcome return to “normal”, and the reality that what used to feel “normal” felt alien due to the changes in the veteran and changes at home,” (Ahern et al., 2015, p. 5). |
| Identity | “Respondents were actively determining or integrating who they were pre-deployment with who they are now” (Rumann & Hamrick, 2010, p. 447). “Finally, institutions cannot assume that all veterans need the same support and resources; scholars, practitioners, and institutional leaders alike must continue to examine within-group differences and seek to understand what individual students need based on their multiple identities” (Griffin & Gilbert, 2015, p. 95). |
| Lifestyle | “Many universities utilize various strategies to help student veterans and service members transition back to civilian and student life” (Alschuler & Yarab, 2018, p. 48). “In understanding the lived experiences of student veterans, it is crucial to understand that military culture relies on a starkly different set of expectations than civilian culture” (Dobson et al., 2019, p. 340). |
| Ownership | “…expected that the combat veterans might have had additional stressors than those who had not served in combat zones” (Alschuler & Yarab, 2018, p. 49). |
| Task | Some institutions highlighted the importance of developing mechanisms to identify and track veterans in larger institutional systems to facilitate better transitions, allowing them to report on their progress and better target services” (Griffin & Gilbert, 2015, p. 84). |
| Time | “I know I always offend people. And then I just say ‘Oh, I’m sorry. It’s only been 90 days. It’s the crazy period.’ And then I always calm down afterward” (Ahern et al., 2015, p. 8). |
Figure 1
Continuums of Themes Underlying Discussions of Student Veteran Transitioning.