Abstract

Abstract:

In this interpretative phenomenological study, the implicit cultural values and expectations embedded in faculty/staff's perceptions and how they functioned as a hidden curriculum against student veterans' smooth transition into higher education were analyzed based on in-depth interviews with 20 student veterans and 9 faculty/staff members. By clarifying faculty/staff's points of misunderstanding/misjudgment and the consequences of hidden curriculum as experienced by student veterans, we offer a culturally sensitive perspective on student veterans' challenges during transition. Practical implications for institutions and university employees seeking to support the civilian reintegration of military veterans are also provided.

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