Upon separation from the military, many veterans choose to utilize the Post 9/11 GI Bill benefit to gain new skills for achieving a competitive edge in the civilian job market. However, literature suggested that military student veterans often struggle in a traditional college classroom environment for a variety of reasons associated with the transition from the military culture to the non-military academic culture. Guided by the Theoretical Framework of Cultural Competence, this qualitative phenomenological study investigated how non-military affiliated college faculty experience military cultural competence and how these experiences influenced pedagogy when teaching military student veterans in the traditional undergraduate college classroom in the Southwestern United States. Ten full-time, non-military affiliated university faculty obtained through the snowballing sample selection process participated in semi-structured interview. Interpretative Phenomenological Analysis, in conjunction with In-Vivo Coding Methodology, was employed for data analysis. Research findings of this study suggested emergent themes to include (a) perception of the military culture, (b) military culture in the classroom, (c) precipitated identification of military student veterans, (d) military student veteran classroom participation, (e) pedagogical changes, (f) military culturally informed institutional training, and (g) faculty informed pedagogical training. The results of this study bring attention to the existence of a unique culture within the dominant United States culture and highlight a need for college faculty military culture sensitivity training.
|Commitee:||Lehmann, James, McCray, Adam|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/8(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Higher education|
|Keywords:||Cultural competence, Faculty military cultural competence, Military culture, Military student veteran transition, Teaching pedagogy, Theoretical framework of cultural competence|
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