Grounded theory analysis of the development of support services for military service-connected students in public postsecondary educational institutions in Southern California

Military-connected students (MCS) is a segment of the student body who bring with them unique characteristics and challenges. While the strict discipline, dedication, and mission-orientation of the military make MCS suitable to meet the demands of higher education, MCS may be predisposed to struggle academically due to age, family obligations, isolation due to loss of social support system, difficulty acculturating to the academic environment, and traumatic experiences in the military. Using semi-structured interviews, this grounded theory study sought to understand the processes that influenced the development of MCS support services including whether assessments were used and how those assessments were designed in seven public 2-year colleges and three public 4-year universities in Southern California. This research further sought participants' opinion on the support services for MCS they deemed essential. Participants suggested three initiatives to help MCS succeed academically: 1) creating a campus climate welcoming to MCS, 2) encouraging the creation of and providing support to MCS organization, and 3) providing space for MCS. The interviews revealed challenges and opportunities. Suggestions are given to address these challenges as well as suggestions for future research.