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Female veterans have increased risks for housing instability and homelessness linked to predictors such as housing affordability challenges, abuse and trauma experiences, education and employment barriers, mental health and substance use conditions, and social support deficiencies. Social service providers specializing in services to veterans benefit from specialized training in these areas to support female veterans seeking their services. This project evaluates the effectiveness of the Protecting the Home-Front curriculum designed to inform social service providers serving veterans about these risk factors, service strategies, and resources available to support stable housing for female veterans. Through analysis of pre- to post-program knowledge of material, results suggest that service providers displayed significant increases in knowledge of presented material, service strategies, and available resources to support female veterans. These findings provide a model for a synthesized training curriculum for service providers to become equipped in providing supportive services to unstably housed and homeless female veterans within their communities. / Master of Science

The purposes of this study were to provide a profile of the veteran student in higher education and examine the theory that veteran students perform academically as well as nonveteran students. Research questions were categorized into two main areas of study, personal and academic characteristics, for three groups of college students: veteran GI Bill recipients, nonveteran non-aid recipients, and nonveteran aid recipients. The data for this study were drawn from the National Longitudinal Study of the High School Class of 1972 (NLS). It was found that veterans were older, predominantly white, single males from a lower socioeconomic status than nonveteran non-aid recipients. Veterans emerged from high school with lower aptitude composite, percentile rank, and grades than nonveterans. It was found that veterans enrolled more often in business programs in public, two-year colleges; completed more certificate programs than two-year or four-year degrees; and received grades comparable to nonveterans. Veterans were employed while students, did not change majors any more often than nonveterans, but did change schools more often. Veterans' reasons for changing majors and schools centered upon their jobs and careers. Fewer veterans continued their education after completion of a four-year degree. Fewer veterans changed their credit load status from full-time to part-time than nonveteran non-aid recipients. More often veterans moved from part-time to full-time status. It was concluded that veterans did perform as well academically as nonveterans in college, even though they did not do as well in high school. Further, there were numerous similarities between veterans who received the GI Bill and nonveterans who received federal financial aid. These results have implications for Congressional and educational leaders. Specific suggestions on ways to utilize the veterans' profile were provided.