From Stigma to Standing: The Effects of Peer Leadership Participation on Student Veterans’ Ideas About Self and Others

The Veterans Embracing Transition (VET) Connect Peer Leadership Program is a University-based effort to assist student veterans in transitioning to campus and civilian life. Peer Leaders receive training to provide outreach to educate the campus community about the needs and perspectives of veterans (Klaw, Li, Avalos, & Diaz, 2016). As part of a larger project exploring the effects of VET Connect, exploratory findings in qualitative research indicate that through their participation in VET Connect student veterans gained a sense that civilians do indeed care (12, 92%) about veterans. Over half of the participants (8, 61%) reported changing ideas about themselves as veterans, seeing themselves at first as “not needing anybody” and then discovering that relationships were important to their sense of self. In their services as peer educators, these students discovered that they were not significantly different from other SJSU students as diverse and varied individuals. This study was conducted in collaboration with Jemerson Diaz. We worked on independent research questions and observations using data derived from the same larger study simultaneously under the supervision of Dr. Klaw. Introduction Currently, over one million veterans are receiving VA education benefits, known as the GI Bill, to pursue college diplomas, advanced degrees, or vocational training (Veteran Affairs, 2016). As the number of student veterans increases, colleges need to become more equipped to provide support services for this diverse population. One of the most predominate challenges veterans face according to Rumann & Hamrick (2010) is transitioning into a college environment. The reason many struggle to integrate is due to social barriers, such as not relating to civilian college students. In a college environment, it is probable that student veterans face challenges in having to interact with civilian students (Brookover, 1945). The American Council on Education reports (Radford, 2 McNair Research Journal SJSU, Vol. 13 [2017], Art. 5 https://scholarworks.sjsu.edu/mcnair/vol13/iss1/5 DOI: 10.31979/mrj.2017.1305 21 2009) that 85% of college student veterans are at least 24 years old, and over 60% have a dependent spouse or child. Student veterans and traditional college students appear to have different lifestyles, which may be a part of the reason for differences in interests, social interactions, and interest in engaging with each other (Rumann & Hamrick, 2010) Difference in lifestyles may also lead to civilians and student veterans holding inaccurate ideas about each other. This study was conducted in collaboration with Jemerson Diaz. We worked on independent research questions and observations using data derived from the same larger study simultaneously under the supervision of Dr. Klaw. Civilians’ Views of Veterans For civilian students, understanding student veterans may be a challenging experience. In a study by Hawn (2011), the “culture gap” between civilian students and student veterans was analyzed in her classroom. Hawn was interested in viewing whether classroom interactions between civilian students and veteran students encouraged a greater understanding of each other’s differences. Hawn found that there is a difference between military culture and civilian culture, which is one of the reasons why this “culture gap” exists. According to Casey (2015), civilian students may have a difficult time accepting veterans into civilian society due to oversimplified views regarding the combat experience. Other studies also mentioned that civilians may have distorted views about violence perpetrated by veterans and may see military life as demoralizing (Casey, 2015). Another study by Brookover (1945) found that civilians often assume that veterans who integrate back into society experience serious issues with adjustment and mental disabilities. Student Veterans Disconnect From Civilian Students Student veterans are a unique set of students who have experiences that others may find difficult to understand (Jones, 2014). Nonmilitary students have not faced the same circumstances as military students, therefore there tends to be a social disconnect (ASHE Higher Education, 2011). Student veterans may feel that not many others share common experiences with them, thus resulting in a detachment in personal 3 Alcala-Cabrera: From Stigma to Standing: The Effects of Peer Leadership Participa Published by SJSU ScholarWorks, 2017 22 relationships (ASHE Higher Education, 2011). According to Jones (2014, veterans had a challenging time reconnecting with civilian friends. In this study, feeling alone, overwhelmed, and having difficulty relating with other college students was a theme that arose. At times, the student population appears to have difficulty accepting what student veterans have experienced, thus creating social barriers. Some may view veterans as killers and as violent, which can cause difficulty when creating connections in an integrated college campus (Pentland & Rothman, 1982). One of the probable reasons for social disconnection is due to unique issues student veterans may be facing. According to U.S. Government Accountability Office (2013) veterans transitioning back home are more likely to face challenges related to relationships, legal issues, and substance abuse compared to nonmilitary students. It is common for veterans to feel that no one understands them; feelings of social isolation may lead to an increase in self-exclusion. As noted in Ackerman, DiRamio, and Mitchell (2009), some veterans state that they are no longer sociable people, and in addition, some report that their experiences in the military had hardened them. Student veterans also report having issues with anger, substance abuse, post-traumatic stress disorder, depression, and other mental disorders, which can potentially increase social barriers between veteran students and nonveteran students (Ackerman et al., 2009). Support Services According to Radford (2009), data available from the 2007–2008 academic year shows that military-connected students or “military undergraduates” represent approximately 4% of undergraduate students nationwide. Despite the fact that military-associated students make up a significant part of the population, they are less likely to seek support services because seeking support is most commonly associated with signs of weakness (Bonar & Domenici 2011). It is vital to create outreach programs in order to form a social connection between student veterans and the college community. As noted in Bonar and Domenici (2011), outreach programs appear to be less common than those offered to African Americans, Latinos/as, International students, LGBTQ students, or students with body image concerns. Although outreach programs are not commonly offered for student veterans to the extent they are offered to other minority 4 McNair Research Journal SJSU, Vol. 13 [2017], Art. 5 https://scholarworks.sjsu.edu/mcnair/vol13/iss1/5 DOI: 10.31979/mrj.2017.1305 23 groups, it is important that outreach programs are created and offered due to the vital support and difference they can make in a student veteran’s college experience. As reported by Ford, Northrup, & Wiley (2009), it is often challenging to create opportunities to increase the educational success of military student veterans, but it is imperative to continue developing outreach programs. It appears that support programs can be effective in decreasing the social barriers college veterans face while attending a university (Ford, Northrup, Wiley, 2009). In addition, support programs can also assist student veterans in adjusting and being successful in a college environment (Ford, Northrup, & Wiley, 2009). The Larger Project Veterans Embracing Transition (VET Connect) The Veterans Embracing Transition (VET) Connect Peer Leadership Program is a university-based effort to assist student veterans in transitioning to campus and civilian life. Peer Leaders receive training to provide outreach to educate the campus community about the needs and perspectives of veterans. A qualitative study was conducted in order to analyze the ways in which the VET Program reduced participants’ sense of isolation by connecting student veterans to university faculty and staff, to other student veterans, and to the general student population. Participants expressed that the VET Connect Program promoted self-growth and integration, allowing them to transition to campus and civilian life. Participants reported developing skills such as public speaking and improved knowledge of campus resources, as well as insight into their emotions. Participants also reported experiencing a renewed sense of purpose through participation in the VET Connect Program. Veterans Embracing Transition (VET Connect) and the Current Study The current study focused on analyzing the qualitative data derived from interviews with participants in the larger study in order to understand the ways in which VET Connect may assists student veterans in breaking down stereotypes others may have of them and stereotypes they may have of nonmilitary students. Methods 5 Alcala-Cabrera: From Stigma to Standing: The Effects of Peer Leadership Participa Published by SJSU ScholarWorks, 2017 24 Participants Thirteen of the 22 students who served as VET Connect Peer Leaders responded to email requests to participate in a brief individual interview regarding the effects of the program. All interview participants were male. All branches of services were represented, with the exception of the Coast Guard. In terms of age, 38.4% of participants (5) were between 18 and 30, 30.7% (4) ranged from 31 to 40, 15.4% (2) reported their age between 41 and 50, and 15.4% (2) stated they were older than 50. Procedures VET Connect Peer Leaders conducted interviews. Six were conducted by phone and the rest in person. A semi-structured interview guide was used. All interviews were transcribed ve