Student Veteran Retention at PWIs and Discrimination in Higher Education

Irene S.

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Student Veteran Retention at PWIs and Discrimination in Higher Education

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Student Veteran Retention, discrimination, higher education, moral imagination, transformational leadership

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Abstract

Student veterans have particular difficulties to overcome during college transition, including adjusting to civilian life, handling disabilities, and finding a balance between work, studies, and family. Students who have served in the armed forces may encounter particular difficulties in college but also have essential skills and lessons, such as leadership, discipline, and teamwork. However, research has shown that student veterans have a higher likelihood of leaving college than non-veterans, especially at predominantly white colleges. Student veterans also suffer discrimination, especially from minority groups. Research results show that student veterans are often the targets of discrimination based on their military status, race, ethnicity, gender, and disabilities. Such discrimination can take different forms, and it includes negative stereotypes, microaggressions, and blatant racism. Exposing student veterans to discrimination could compromise their academic performance, mental health, and campus life.

Introduction
1. Background on Student Veteran Retention and Discrimination in Higher Education at PWIs
2. The importance of addressing these concerns
3. Purpose of the Study
Leadership through followers
1. Overview of Transformational Leadership and Followership
2. Bruce and McKee's Perspectives on Followership
Developing Moral Imagination
1. An Overview of Moral Imagination
2. Enlow et al.'s Perspective on Moral Imagination
3. Mahmood and Ali's Perspective on Moral Imagination
Leadership through Process
1. Overview of Process-Oriented Leadership
2. Kornberger et al., Perspective on Process-Focused Leadership
3. Implications for Student Veteran Retention and Discrimination at PWIs
Applying Concepts in Practice
1. Hypothetical Example
2. Lessons Learned and Implications for Practice
Conclusion

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[...] This makes everyone feel open and ready to engage in learning. In doing so, when leaders eradicate systemic barriers and enhance an inclusive culture, they open up their organizations to a better foundation for the growth of social justice and, in turn, better success. As such, the extent of the shift may be great, but the advantages will always be more significant than the task, especially if it involves leaders who respect the empowerment and growth of all individuals equally. [...]

[...] This will help guide them in making the right approach and decisions about the relevant issues. By understanding followers as active participants instead of passive receivers of change, leaders can engage in collaborative problem-solving and create communities of practice that facilitate peers to learn together and advance collectively. The illustrative case above shows the importance of an innovative leadership model and organizational change. Through the practice of reflection, the involvement of student veterans and other stakeholders in decision-making, the establishment of centralized resources and support services, the streamlining of processes, and finally, the regular evaluation of all student services, leaders can create a more accepting and supportive campus community that provides all students with equal academic opportunities, including student veterans. [...]

[...] (2015) to offer suggestions for guidance and organizational change. Moreover, the study will rely on these sources and include other sources to analyze the problems comprehensively. Furthermore, the study indicates that a complete grasp of the student's experience and the active participation of the students and the community members are crucial for addressing complex organizational issues that have long-term effects. In essence, the study will propose activities to aid in moral cognition development among leaders and give a hypothetical example of how the taught material can help people become more open-minded and fair. [...]

[...] In addition, doing away with discrimination is essential in developing a fair and just education system. By bridging the principles of respect, dignity, and fairness addressed in institutions, various forms of prejudice can be eradicated. In most cases, discrimination is based on race, ethnic background, gender, or even the status of war, stopping students from having equal opportunities to engage in academics and self-growth. In most cases, these acts destroy an individual's sense of belonging or the will to learn. [...]

[...] In this instance of student veteran retention and discrimination at PWIs, such an approach is vital since it helps to enhance the leadership process. Leaders must address and recognize the concerns behind low retention and discrimination to develop reliable methods to promote influential student veterans' wellbeing. Kornberger et al., Perspective on Process-Focused Leadership. In their study, Kornberger et al. (2015) highlight the significance of process-oriented leadership in dealing with social sustainability. In process-oriented leadership, leaders contribute to systems and processes that enhance adaptability and evolution in disturbing situations. [...]

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