Student Veteran Occupational Transitions in Postsecondary Education:A Grounded Theory

ABSTRACTThis constructivist grounded theoretical study investigated the individual and collective constructions of veteran transitioning experiences in relation to culture and context. Twelve veterans were theoretically sampled and developed Kawa (river) metaphorical drawings of their transition experiences. An emergent theory from Kawa drawings explained student veteran life flow by two major theoretical concepts: seeking understanding and gaining stability to shape life flow in transition from military to student culture. Both theoretical processes enhanced veterans' transition to postsecondary education and promoted harmony within perceived life flow over time. Pragmatic solutions for enhancing resilience in student veteran populations when transitioning are discussed.