Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Patricia R. Brewer

Abstract

The nature and significance of women student veterans’ learning experiences are largely unknown. The purpose of this qualitative basic design study was to gain understanding of the learning experiences of women student veterans by analyzing their perspectives of their own learning both in the military and in college using Belenky et al.’s framework of women’s ways of knowing. Data were collected from 12 participants using a semi-structured interview process and four themes emerged through open coding analysis. Findings showed that participants were motivated by perseverance and aspects of self-perception and guided by elements of the learning environments, most directly by the structure of the military; participants applied methods and strategies learned in military settings to their learning in college settings with increased independence; participants identified and negotiated challenges to their learning specific to the male-dominated environment of the military; and participants identified their purpose for learning as practical application of the content toward the goal of making a difference. Learning experience descriptions evidenced all five epistemological perspectives of the women’s ways of knowing conceptual framework. The findings may have implications for positive social change in the field of adult education both in the military and in postsecondary education settings. Increased and improved understanding of women student veterans’ learning experiences could guide development of program evaluation in both military and academic settings, as well as in other veteran service organizations. Study findings make evident the varied abilities and the notable capabilities of the participants and serve as a promise of what lies unknown among this unique population of adult learners.

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