Abstract

Scholssberg’s transition theory is used to frame qualitative analysis of narratives from veterans, administrators, and student affairs professionals, examining whether and how institutions can influence veterans’ transitions to higher education. Findings suggest how institutional structures assist students in developing navigational strategies, as well institutional actions and policies that pose transitional challenges.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 71-97
Launched on MUSE
2014-12-18
Open Access
No
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