<p> This research study was intended to understand how the Post 9/11 enlisted female veteran population understands their gender in the context of their active duty military experience and transition into a post-military life while engaging in higher education. Propelled into higher education via their military service and improved educational benefits via the Post 9/11 GI Bill, female veterans are accessing their education benefits at the highest rate ever. After decades of a lack of scholarship regarding this student population, there is a growing body of knowledge in the area of Post 9/11 era student veterans, how campuses should be providing support services, and the effect their service has on them during their post-military life and education. Using basic qualitative research methods and a feminist lens, the researcher found that female veterans embodied their military identity and navigated conflict while on active duty and in their post-military lives, they experience disjunction and embody their female veteran identity. Implications listed for Student Affairs and transition services practitioners.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10837115 |
| Date | 19 September 2018 |
| Creators | Mathwig, Amber M. |
| Publisher | The University of North Carolina at Greensboro |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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