Unlearning As Learning? A Critical Analysis of Student Veteran Support at a Veteran-Friendly Campus

This phenomenological case study critically examined how cultural conflict between student veterans and faculty/staff influenced the efficacy of strategies for supporting at a veteran-friendly campus. Through 29 interviews with faculty, affairs professionals, veterans, we analyzed (a) lack knowledge about veterans’ military experiences made inclusive effective veteran support challenging; (b) diverging perspectives higher education as privilege or earned service, informed by often contrary norms in education, led to tension veterans; (c) faculty/staff’s position “gatekeepers” members dominant group an ironic harmful expectation that unlearn their dispositions/identity order succeed. suggests need greater awareness among faculty/staff, continued critical analysis culture power dynamics face navigating reconceptualization what it means be college