Abstract

Current research and theory primarily focuses on identifying holistic challenges of the veteran student demographic and does not focus on challenges specific to female veterans when transitioning into and through college. Additionally, current research and theory does not focus on positive and negative experiences of female veterans within four key areas of academia: courseware, faculty, staff/administration, and student services. As a result, current research and theory do not adequately explain why female veterans may or may not successfully transition into and through college, resulting in a lack of resources available for female veterans, and Higher Education Institutes (HEIs). This phenomenological study investigated lived experiences of female veterans transitioning into and through college by identifying shared experiences within the Adult Transition Theory's Moving In, Moving Through, and Moving Out phases specific to participants' interactions with courseware, faculty, staff/administration, and student services. Nine female veterans participated. Data was collected via pre-interview questionnaires and audio-recorded one-on-one interviews and analyzed using Colaizzi's 7-Step method, yielding 6 emergent themes and 30 cluster themes. Results indicated female veterans utilize strategies such as time management, connecting with their instructors, and support of family to succeed in college. Additional factors important to female veterans when transitioning include options in delivery methods and how well a college understands veteran benefits.

Notes

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Graduation Date

2018

Semester

Summer

Advisor

Hirumi, Atsusi

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Degree Program

Education; Instructional Design and Technology

Format

application/pdf

Identifier

CFE0007190

URL

http://purl.fcla.edu/fcla/etd/CFE0007246

Language

English

Release Date

August 2018

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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