How first-generation rural student veterans successfully navigate academic environments in higher education: A grounded theory.
Abstract
First-generation rural student veterans face many unique challenges transitioning to and
succeeding in higher education. Despite these barriers, many first-generation rural student
veterans succeed in college persisting to graduation. The purpose of this grounded theory
qualitative study was to explore and understand the experiences of first-generation rural
student veterans as they navigate academic environments and persist at their state
university. Nine participants shared their stories of success, resulting in the Theory of
Student Success for First-Generation Rural Student Veterans, which has the following
five components: overcoming barriers and challenges, navigating academic
environments, identities impact, success suggestions and strategies, and support systems
and connections. This theory holds important implications for universities providing
additional support for veteran students with various intersecting identities through
expanded services, orientation, academic courses, resources, and structured policies and
procedures. Furthermore, this study provides opportunities to expand on existing research
related to the three core identities studied, current student-related legislation, as well as
student theory development related to sense of belonging, reconceptualized model of
multiple dimensions of identity, persistence, and success.
Subject
First-generation college students
Rural
Higher education