This research study was intended to understand how the Post 9/11 enlisted female veteran population understands their gender in the context of their active duty military experience and transition into a post-military life while engaging in higher education. Propelled into higher education via their military service and improved educational benefits via the Post 9/11 GI Bill, female veterans are accessing their education benefits at the highest rate ever. After decades of a lack of scholarship regarding this student population, there is a growing body of knowledge in the area of Post 9/11 era student veterans, how campuses should be providing support services, and the effect their service has on them during their post-military life and education. Using basic qualitative research methods and a feminist lens, the researcher found that female veterans embodied their military identity and navigated conflict while on active duty and in their post-military lives, they experience disjunction and embody their female veteran identity. Implications listed for Student Affairs and transition services practitioners.
|Commitee:||Bettez, Silvia, Schmitz, Cathryne|
|School:||The University of North Carolina at Greensboro|
|Department:||College of Arts & Sciences: Women's & Gender Studies|
|School Location:||United States -- North Carolina|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Subjects:||Womens studies, Higher education, Military studies|
|Keywords:||Higher education, Student affairs, Student veterans, Transition, Women veterans|
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