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.