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Student veterans in higher education: The critical role of veterans resource centers
Shant A Barmak1, Naris Barmaksezian2, Claudia Der-Martirosian3
1Counseling Center, University of California Irvine, Irvine, California, USA.
Objective:
To examine how veterans resource centers (VRCs) and corresponding services influence student veteran transitions by applying the Schlossberg Transition Model.
Participants:
12 student support staff and 6 junior/senior undergraduate student veterans at a four-year public university in California.
Methods:
In-depth semi-structured, one-on-one interviews were conducted with diverse group of university staff and student veterans. Thematic analyses were conducted to identify salient factors that help promote successful transition to college life.
Results:
Overarching theme was the significance of the university's veterans resource center (VRC), which is a designated space that facilitates connectedness and student engagement; fosters collaborations across student support services via liaisons to increase access to vital services/resources on/off campus, provides peer-to-peer mentorship; and includes staff, who understand military culture.
Conclusions:
Higher education should expand supporting student veterans by having a VRC to help them successfully transition to college life; this would ultimately improve retention and graduation rates.
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