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.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 291-308
Launched on MUSE
2018-05-16
Open Access
N
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.