An official website of the United States government
Student service members/veterans (SSM/Vs)—defined as undergraduates in the U.S. military or who have military experience—have been an emergent group of adult learners in American 4-year universities. Because of their national service, and because SSM/Vs are supported by significant public investments, their success is critical. Little quantitative research, however, has consistently focused on the question of whether military experience—as it is distinct from common adult student traits—significantly associates with student attributes and viewpoints research shows are important in college. Using survey data from SSM/Vs and civilian undergraduate students across four public universities (n=1,255), field theory, and multiple regression analyses, we explore correlations between student military experience and important undergraduate characteristics (commuter, first-generation, transfer, impairment, and full-time enrollment status, first-year college grades, hours employed, and financial stress) and perspectives (campus belonging, academic major belonging, and institutional satisfaction). After controlling for age and other influential covariates, results show that student military experience significantly correlates with commuter status, first-generation status, physical and cognitive impairment, full-time enrollment, fewer employment hours, and less financial stress, characteristics conceptualized as facets of field social position. Military experience also significantly correlates with lower campus belonging, lower academic major belonging, and lower institutional satisfaction, perspectives conceptualized as field constraints.
more »
« less
This content will become publicly available on February 13, 2026
Student Service Member/Veteran Engagement with University Military-Focused Student Services: A Mixed Methods Study
Student service member/veteran (SSM/V) university enrollment grew exponentially through the 2000s and 2010s. In response, many U.S. universities developed military-focused student services to address SSM/V campus challenges. While research suggests these services are beneficial, few recent studies have examined how often SSM/Vs engage with them across institutions or how engagement may connect to important outcomes. Using social capital theory, this mixed methods study analyzes SSM/V military-focused service engagement frequency, correlations between engagement frequency and campus belonging and institutional satisfaction, and SSM/V perspectives on why they engage and its benefits. Findings suggest SSM/Vs rarely engage, though more frequent engagement significantly associates with belonging and satisfaction. Some SSM/Vs describe how military-focused administrative expertise and social support encouraged them to engage more often, inviting a greater sense of institutional fit and satisfaction. Others, however, describe being too busy, disinterested, or alienated from SSM/Vs and the military experience to engage or see affective benefits.
more »
« less
- Award ID(s):
- 2201495
- PAR ID:
- 10585154
- Publisher / Repository:
- Innovative Higher Education
- Date Published:
- Journal Name:
- Innovative Higher Education
- ISSN:
- 0742-5627
- Subject(s) / Keyword(s):
- Student veterans Student services Campus belonging Institutional satisfaction Social Capital
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Supported by considerable public investment through post-9/11 higher education benefits, student military service members/veterans (SSM/Vs) have been one of the fastest-growing groups of nontraditional students in American universities in recent years. Despite their increased numbers and potential to diversify science, technology, engineering, mathematics, and medical (STEMM) fields, little research has explored SSM/V academic development and success across university STEMM contexts. This mixed methods study used social capital theory to explore links between STEMM SSM/V social support and a sense of campus belonging—shown to be important to achievement among traditionally marginalized college students—within 4-year campus communities. Social network analyses of surveys indicated that larger SSM/V support networks, including on and off-campus social ties as well as student and university educator ties, positively correlated with campus belonging. Social support networks with military ties, traditionally seen to benefit SSM/V college integration, did not correlate. Interview responses suggested that while belonging can be discouraged among SSM/Vs by military-associated STEMM imposter feelings, it is fostered through student friendship, faculty care, and veteran- focused campus support. Results underscored the importance of authentic interaction as well as purposeful efforts to bring SSM/Vs together with fellow students, educators, and staff.more » « less
-
Supported by significant public spending and often with multiple identities that diversify universities, student service member/veteran (SSM/V) success in higher education is critical. Still, more quantitative evidence is needed to better understand how SSM/V university experiences are unique compared to those of their adult, non-military student peers. Using survey data (n=1,255) and field theory, this research brief focuses on how military experience associates with undergraduate characteristics and perspectives linked to postsecondary academic success. After controlling for age and other important covariates, results indicate that student military experience significantly correlates with first-generation status; lower high school but higher college grades; higher work volition; student disability; less financial stress; and decreased feelings of campus and academic major belonging.more » « less
-
Workforce development in science, technology, engineering, and mathematics (STEM) fields is increasingly important to national economic prosperity, health, and security. In recent years, student military service members and veterans (SSM/Vs)—a talented undergraduate population with the technical training and capability to excel in STEM fields—have been one of the fastest-growing groups of nontraditional students in American higher education. Considering the importance of social support networks for STEM majors and SSM/Vs, as demonstrated in past studies, as well as the lack of fundamental research focused on SSM/Vs in STEM, this mixed-method study explores the characteristics and value of social support networks among SSM/Vs in university STEM majors using survey (n=257) and interview (n=44) data. Results show strong SSM/V ties to family and friends, military-affiliated contacts, and significant others, as well as homogenous networks. SSM/Vs also describe the importance of bridging perspectives and role-based support that helps them access informational, task-oriented, and affective resources.more » « less
-
This report contains comprehensive findings from Phase One of our national research study focused on undergraduate student military service members/veterans (SSM/Vs) at Middle Tennessee State University, the University of Maryland at College Park, the University of New Mexico, the University of Texas at San Antonio, and Wright State University. During Phase One of this study online surveys were administered to SSM/Vs (n=573) and non-military students (n=1,017) at all five institutions from October 2022 to May 2023. Interviews (n=74) were also administered to volunteer SSM/Vs. Findings in the report are centered on participant demographics; student military experiences and transitions into college; university life; career plans; veteran services engagement; social support networks; and relationships between these factors. Insights and recommendations for educators and other stakeholders, based on the results of the study, are also presented.more » « less
