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ERIC Number: ED556946
Record Type: Non-Journal
Publication Date: 2014
Pages: 313
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-5387-3
Examining the Development of Self-Authorship among Student Veterans
Stone, Sharon L. M.
ProQuest LLC, Ph.D. Dissertation, The College of William and Mary
The literature has shown that student veterans arrive in college with unique characteristics and also face unique challenges (Black et al., 2007; Bonar & Domenici, 2011; Church, 2009; DiRamio & Jarvis, 2011). There is also some evidence that student veterans develop complex ways of making meaning at younger ages than students in the general population (Stone, 2013). Despite the increasing numbers of student veterans enrolling in college, and the current emphasis on student development as it relates to teaching and learning, college educators know very little about how military training and experience affects the individual learning and development of veterans transitioning to higher education. Using a conceptual framework constructed from elements of self-evolution (Kegan, 1994), epistemological reflection (Baxter Magolda, 1992, 1999), and constructivist adult learning theories (Knowles, 1975, 1980; Mezirow, 1991), this interpretivist study examined how eight student veterans progressed toward the developmental stage of self-authorship and what role, if any, their military training or experience played in that development. Secondly, the study examined how those eight student veterans, who were nearing or entering the stage of self-authorship, experienced learning in the community college environment. The findings of the study showed that both the compulsory nature of military culture and its operational focus supported development toward self-authorship for individuals possessing the personal characteristics of drive and initiative as well as supportive, interdependent relationships. These findings led to a substantive theory describing the nexus of development military experience can provide to service members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A