Marching to College: Exploring Military-Connected Students’ Access Experiences Navigating College Choice

Journal of College Access Volume 10 Issue 2 Article 3 6-2025 Marching to College: Exploring Military-Connected Students’ Access Experiences Navigating College Choice Latosha R. Henderson Temple University, Jennifer Johnson Shannon Martin Temple University, Follow this and additional works at: https://scholarworks.wmich.edu/jca Part of the Adult and Continuing Education Commons, and the Higher Education Commons Recommended Citation Henderson, Latosha R.; Johnson, Jennifer; and Martin, Shannon (2025) "Marching to College: Exploring Military-Connected Students’ Access Experiences Navigating College Choice," Journal of College Access: Vol. 10: Iss. 2, Article 3. Available at: https://scholarworks.wmich.edu/jca/vol10/iss2/3 This Article is brought to you for free and open access by the Western Michigan University at ScholarWorks. It has been accepted for inclusion in Journal of College Access by an authorized editor of ScholarWorks. For more information, please contact . Marching to College: Exploring Military-Connected Students’ Access Experiences Navigating College Choice Cover Page Footnote Correspondence Correspondence concerning this chapter should be addressed to Jennifer M. Johnson, Temple University, Department of Policy, Organizational and Leadership Studies, Ritter H435, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122, United States. Phone: 215-204-8068. Email: This article is available in Journal of College Access: https://scholarworks.wmich.edu/jca/vol10/iss2/3 Marching to College: Exploring MilitaryConnected Students’ Access Experiences Navigating College Choice Authored by Latosha R. Henderson (Temple University) Jennifer Johnson (Temple University) Shannon Mar n (Temple University) ABSTRACT Introduction E This study analyzed how pre-college advising and transi on experiences impact the postsecondary success of militaryconnected students (MCS). Each year, approximately 200,000 military veterans make the transi on to civilian life, with around 40% seeking higher educa on. Despite the financial support of the Post-9/11 GI Bill, MCS face unique challenges in accessing and succeeding in higher educa on, including restric ve admissions policies, unclear credit transfer processes, and insufficient pre-college advising. ach year, approximately 200,000 military veterans make the transition to civilian life, with around 40% expressing intent to pursue higher education (National Center for Education Statistics, 2022). Accessing quality postsecondary education poses unique challenges for today’s Military-Connected Students (MCS, hereafter). This population includes military personnel, veterans, their dependents, and Reserve Officers’ Training Corps (ROTC) participants (Lopez et al., 2020). Structural barriers such as restrictive admissions policies and unclear credit articulation policies hinder MCS’ educational pursuits. The Post-9/11 GI Bill educational benefits, introduced in 2009, facilitated improved access to higher education opportunities. Through a case study approach, this study explores the college transi on experiences of MCS and the role of precollege advising in suppor ng these transi ons. Data were collected via surveys and interviews, focusing on the par cipants’ educa onal experiences, interac ons with college admissions, and the impact of advising on their academic journeys. Findings reveal three major themes: the role of military service as a pathway to college, limited military-friendly language in educa onal materials, and inadequate advising support. These insights underscore the need for targeted research and tailored support systems to enhance MCS’ educa onal experiences and outcomes. Keywords: military, military-connected students (MCS), veterans, college choice, transi on More than one million MCS have utilized GI Bill education benefits to pursue academic and vocational training, leading to increased college enrollment and graduation rates (U.S. Department of Veterans Affairs, 2023). Between 2009 and 2019, 54% of eligible enlisted military veterans utilized their Post9/11 GI Bill benefits for higher education. Footnote The authors declared no poten al conflicts of interest with respect to the research, authorship, and/or publica on of this chapter. The authors received no financial support for the research, authorship, and/or publica on of this chapter. Volume 10 | June 2025 | Issue 2 9 Marching to college population. Consequently, there is a limited understanding of the broader militaryconnected community, and how these individuals navigate postsecondary opportunities. This review spans four areas: the influence of military culture, access barriers, advising supports, and the college choice process. Notably, 62% of those who used their benefits either transferred their benefits to a spouse, dependent, or applied it to other professional certifications (Radford et al., 2024). However, research on the unique challenges faced by MCS post 2009 has been limited. MCS often face challenges selecting relevant academic programs, navigating educational benefits regulations, and adjusting to college life (Williams-Klotz et al., 2017). Research has shown that the support an individual receives to prepare for their transition to college is critical to ensure their success in postsecondary education (Getzel, 2023; Pai & De Feo, 2023). The pre-college advising a MCS receives plays a vital role in this process by providing them with the tailored guidance and resources they need to matriculate into and graduate from their program of choice. This study sought to address the gap in research on this group by exploring the unique trajectories of MCS, offering a nuanced understanding of the mechanisms for advising support, and early transitions to postsecondary institutions. Targeted research is essential to develop effective support systems that enhance MCS’ educational experiences and outcomes. Influence of Military Culture Military culture and values influence the college decision-making process and transition for MCS. Transitioning from the hierarchical environment of the military to independent and informal college environments can pose challenges for this population (Borsari et al., 2017; HunterJohnson et al., 2021; Rumann et al., 2011). Veterans report feelings of fear and lack of guidance when navigating the college choice process, in contrast to the clear procedures and resources provided in the military (Abbey, 2022). However, military service and culture also instill attributes, skills, and characteristics which can positively influence MCS’ pursuit of higher education. Various studies focused on veterans have noted strengths gained through military training and service that can serve as valuable assets in an academic setting, such as self-discipline, communication, drive, and adaptability (Lechuga et al., 2021; Schiavone & Gentry, 2014; Sullivan & Yoon, 2020). Research has also found that veterans returning from service (...truncated)