Student Veteran Occupational Transitions in Postsecondary Education: A Grounded Theory

Brian T. Gregg, Anne Shordike, Dana M. Howell, Patrick H. Kitzman, Michael K. Iwama

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


This 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.

Original languageEnglish
Pages (from-to)30-40
Number of pages11
JournalMilitary Behavioral Health
Issue number1
StatePublished - 2018

Bibliographical note

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  • constructivist grounded theory
  • education
  • Kawa model
  • student veteran
  • transition

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Psychology (all)


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