Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
David Vacchi
Keywords
Student Veterans, Disability Support Services, Academic Support
Disciplines
Counseling | Education
Recommended Citation
Burnell, Chante Kimberly, "The Impact of Disability Support Services on the Success of Student Veterans: A Hermeneutic Phenomenology" (2024). Doctoral Dissertations and Projects. 5400.
https://digitalcommons.liberty.edu/doctoral/5400
Abstract
The purpose of this hermeneutic phenomenology was to explore the lived experiences of student veterans using disability support services at postsecondary institutions. Disability support services for student veterans was generally defined as any resource or service providing accessibility and support to aid academic success. Therefore, the central research question focused on the experiences of student veterans when utilizing disability support services. The conceptual framework used to guide this study was Vacchi’s (2017) Model of Student Veteran Support, as it establishes veteran-friendly propositions and suggests cornerstones needed to support the successful degree completion of student veterans. Data triangulation was used to gather real-life context from veteran students, identify patterns and themes, and determine the transferability of the findings. A questionnaire, interviews, and journal prompts were used as the data collection methods. Student veterans, from a four-year public institution, who have mobilization and deployment experiences, and who have or are currently using disability support services, were utilized as the sample. A questionnaire, using closed-ended questions, measured the participant’s opinions. Semi-structured interviews consisted of open-ended questions regarding the participants’ military and higher education experiences. Lastly, journal prompts were provided to participants to document their experiences using disability support services and their opinion of how these services have impacted their higher education experiences. Thematic analysis, using coding and category construction, was used to answer the research questions. The findings aligned with the conceptual framework of Vacchi’s (2017) Model of Student Veteran Support, highlighting the support needed to impact the success of student veterans.
