| Sumario: | Military veterans pursuing further educational advancement amid ongoing adjustment to civilian life embark on a unique journey marked by a range of challenges in their personal and academic settings. A key factor associated with the overall positive outcomes experienced by student veterans in graduate rehabilitation counseling programs is the relational dynamics among their nonveteran peers and faculty members. The present study aims to explore the perspectives of student veterans and the types of relational experiences they encountered to inform graduate programs and, in turn, create more opportunities for inclusion and support. Utilizing a phenomenological approach, 33 student veterans' responses were analyzed, highlighting how well they related to their civilian peers, faculty members, and the overall context of their interactions, coded into three overarching themes (i.e., positive, neutral, or negative [disconnection] connections). While participants had a diversity of experience, most neutral in nature, some shared negative experiences linked to their veteran identity. Findings illustrate that student veterans' experiences are diverse, and adequately addressing potential challenges requires a combination of cultural competence, opportunities promoting peer inclusion and engagement, and relevant support initiatives.
|
|---|