The battle of reintegration has largely been lost by the country’s veterans with disabilities, now identified as Wounded Warriors. High rates of homelessness, suicide, unemployment, and depression are reminders that the war goes on for them long after they have come home. The lost war of reintegration – especially in terms of the college classroom – served as the foundation of this study. Staff, faculty, and fellow students are often inadequately prepared to meaningfully interact with Wounded Warriors. Using a phenomenological approach, the goal of this study was to uncover the lived experiences of Wounded Warriors in the college classroom and use the findings to help colleges and universities effectively integrate them into the classroom and university experience. The five themes that emerged from in-depth interviews were: friction with traditional undergraduates, cooperation with adult learners, self-accountability, professorial training, and relating to other veterans. Results showed that traditional undergraduates were one of the biggest transition obstacles Wounded Warriors faced. Cooperation with adult learners was positive; self-accountability was the primary motivation behind academic success; professorial training was uniformly confirmed; relating to other veterans was positive but deeply nuanced. The findings of this study confirm the need for further research to better understand and serve this segment of the higher education student population.
|Advisor:||Feder-Lewis, Sonia N.|
|Commitee:||Bjorum, William, McClure, Jack, Sheedy, Patrick D.|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education|
|Keywords:||Academic success, Undergraduate students, Veterans, Wounded warriors|
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