Running head: THE DEVELOPING IDENTITY OF STUDENT VETERANS 1

Identity: The key to better understanding our student veterans

Brennan Haskins

Western Carolina University

DEVELOPING IDENTITY OF STUDENT VETERANS 2

Where Josselson (1991) set out “to understand the internal and developmental roots of

identity formation in women” (p. 33), I set out to understand the internal and developmental

roots of identity formation in student veterans. Looking at the four identity statuses that were

initially described by Marcia and later revised for women by Josselson, I explored why some

servicemen remain in the military and why others pursue a career or higher education elsewhere.

I interviewed four veterans from three different branches of service. One was career military, one

pursued a career after the military, and two pursued higher education after leaving the military. I

was concerned with three things: why servicemen joined the military, why they decided to stay

in the military and/or pursue other things, and how the military influenced their identity. In this

paper, I will identify the gap in literature, explain the patterns I found while studying these

veterans, and propose a theory of student veteran’s development.

Veteran Defined

Described by Vacchi (2012) a student veteran is, “any student who is a current or former

member of the active duty military, the National Guard, or Reserves regardless of deployment

status, combat experience, legal veteran status, or GI Bill use.” Following World War II, the GI

Bill of 1944 was presented and caused veterans to seek out higher education in mass numbers

because of the benefits providing housing and education. Offering even more expansive

educational opportunities, the Post-9/11 GI Bill caused veterans presence on campus to continue

to increase. While student veterans are prominent on any college campus across the country,

there is very limited research on their experiences and development. When looking at the limited

research, current research examines veteran students transition experiences. Few research studies

pay distinct attention to identity negotiation within the military and on campus (Vacchi, 2012).
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Marcia’s Ego Identity Statuses

Following the introduction of Erik Erikson’s Identity Development Theory, James

Marcia homed in on the fifth stage, identity versus identity diffusion. Marcia looked at how

young adults both experience and resolve crisis. Marcia (1980) categorized two variables that

occur in the formation of identity: exploration and commitment. These variables can occur in

many different decision-making contexts including, but not limited to: political, religious, and

occupational. Defining exploration, Marcia (1980) explained that it encompasses questioning of

different values and goals that were defined and set forth by authoritative figures and often

includes the weighing of different alternatives. Waterman and Archer (1990) identified that the

individuals who are weighing the alternatives are pursuing resources and advice from others who

they define as “knowledgeable,”. Beginning with excitement and curiosity, fear and anxiety

often push to the forefront because of pressure mounting. After exploration, Marcia (1980)

defined commitment as the individual declaring possession of choices, values, and goals. As

ways of handling exploration (crisis) and commitment, Marcia (1980) developed four different

identity states stating, “The identity statuses were developed as a methodological device by

which Erikson’s theoretical notions about identity might be subjected to empirical study” (p.

161).

The four identity statuses, neither progressive nor permanent, are foreclosure,

moratorium, achievement, and diffusion (Marcia, 1980). Foreclosure is when a commitment is

made without exploring alternatives. Typically, the individual accepts parental values and does

not challenge the status quo. Moratorium is the status of individuals who are in the midst of a

crisis but whose commitments are either lacking or are only ambiguously defined. By

questioning parental values, the individual struggles with resisting and conforming. While the
DEVELOPING IDENTITY OF STUDENT VETERANS 4

individual in this stage pulls apart from what they have always known, no commitment comes

from their crisis. When adolescents become overwhelmed by the task of identity development

and neither explore nor make commitments; the individual is experiencing identity diffusion.

These individuals often have neither explored nor made commitments across life-defining areas.

Identity achievement is only attained after a widespread period of crisis. Once a crisis has

developed, a likely progression would be from diffusion through moratorium to identity

achievement (Marcia, 1980).

Josselson’s Theory of Women’s Development

Centered around Marcia’s ego identity statuses, Josselson wanted to explain identity

crisis in women. The four pathways that are described under Josselson’s theory model Marcia’s

(1980): foreclosures, identity achievements, moratoriums, and identity diffusions. Women move

into adulthood with a commitment to identity without experiencing any identity crisis in

foreclosure (Josselson, 1991). When women move away from their childhood identity and create

a unique and distinct identity they have reached identity achievement. Women who are in a

constant state of exploration with their identity are searching through moratorium. Family values

and an awareness of rightness can be found within this pathway but will test the waters to see

how far they can come to crossing a line between right and wrong. Lastly, in identity diffusion

women are lost and sometimes found, also known as “drifters” (Josselson, 1991).

Veteran Interviews

Interviewing four veterans who all took different paths, I wanted to know how the

military influenced their identity development through lived experiences and worldviews.

Identity development research can explain how veterans form and attain more complex senses of

self that combines their experience of the social identities of servicemember and veterans (Jones,
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2013). Questions remain about how, or even, whether, exactly, student identity development

theory applies to military veterans. By interviewing veterans, I was hoping to move towards

closing the gap. The individuals interviewed were from various branches of the armed forces:

one Navy, one Army, and two Air Force. Despite their variety of service experiences, several

common themes emerged over the course of the study.

David

The first interview was done with David who completed four years of service in the

United States Air Force as an Engineer Assistant Specialist. When asked why he joined the

military he said, “I love jets and didn’t really want to go to college and take classes that I

wouldn’t use in my career. Basically, I wanted to ‘cut the chase’ out of what I ‘thought’ I wanted

to do for a career.” While he served when there was no war time, he was stationed at Luke AFB

in Phoenix, AZ and spent 6 months in Panama. David never experienced a crisis of identity when

leaving the military. He was proud of what he had accomplished and was proud of who he had

become. When expanding his sense of self and incorporating his new identity into his existing

identity as a service member, he stated that there was a sense of pride for self and country that

grows inside of you as you serve. That pride remains in him today and shaped him as a person.

Today, David owns his own surveying company and is the head of the Surveying Department at

the City of Concord.

Bobby

As a career military servicemember, Bobby served in the United States Air Force for 20

years. Joining the military because of no plans to go to college and wanting to see the world,

Bobby started out as an Avionics Technician on different types of aircrafts. He was deployed in

the 1990 Gulf War in Guam and Diego Garcia and in Desert Storm/Desert Shield in Kuwait,
DEVELOPING IDENTITY OF STUDENT VETERANS 6

Saudi Arabia, Qatar, and Iraq. Transitioning from military life to civilian life was challenging for

Bobby. He stated, “Being in the military, the people know they must work together to achieve a

goal and to accomplish a mission. The civilian sector, it seems people are only out for

themselves.” However, the military influenced his identity and made him able to stand on his

own. It made him appreciate and value the freedom we have in the United States, that most

Americans take for granted. Today he tries to provide structure, discipline, and a sense of pride

in his workplace, incorporating his military identity into his civilian identity.

Jesse

Jesse is a current undergraduate student at Western Carolina University studying

Mechanical Engineering graduating in May 2018. Serving in the United States Navy for 6 years,

he joined to pay for college and get away from home. Jesse was deployed on a Navy warship and

served in many different roles including: moving around places, HVAC maintenance/repair,

nurse assistant, and was an MWR rep. While not experiencing a crisis of identity when leaving

the military, he talked about how the military did influence his identity today. He looks at world

issues and conflicts from more than one perspective and has more integrity and determination

before entering the service. Wanting to use the ability to get things done that the military instilled

in him, Jesse entered higher education immediately after leaving the military and is using his

Post 9/11 GI Bill.

Austin

Seeking self-empowerment, education in a trade skill, and the desire to pursue a career

greater than himself, Austin served in the United States Army active duty for 3 years and 33

weeks. Following, he served in the Illinois National Guard for 2 years. As an intelligence soldier,

he performed battlefield surveillance operations including, but not limited to, interrogations,
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information handling, and special intelligence support assignments to various military and

political operations. When asked how the military influenced or formed his identity today he

said, “The military greatly improved my self-confidence, shaped my perspective on life, and

made me proud of myself. The adage, ‘actions speak louder than words’, is what comes to mind

when thinking about how the military influenced how I perceive myself today.” Austin is

currently attending Clemson University and will be graduating with a Masters of City and

Regional Planning, utilizing his Post 9/11 GI Bill. Austin noted having trouble embracing his

identity as a student due to being proud of his service and wanting to make sure that is how

people treat him and remember him.

Modifying Theory of Women’s Development

Modifying Josselson’s Theory of Women’s Development provides a framework for

student veterans identity development, where practitioners can account for their students and

understand how the military shaped their identity (See Appendix A). During the interviews, three

prominent themes became apparent: patriotism, determination, and teamwork. Within these three

broad areas, the subjects who all served very differently, all faced the same challenges and

development.

Foreclosures: Pride for self and country

In this pathway, veterans leave the military with identity commitment, but have

experienced no identity crisis. They make choices about their life by adopting the standards

learned in the military. They seek security that the military provides and see them as a family.

These individuals are often career military and may face identity diffusion later in life when they

retire. Ultimately, however, when these individuals face identity diffusion they will be able to
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find the strength instilled in them by the military and move beyond without collapsing under the

weight.

Moratoriums: Actions speak louder than words

In this pathway, service members are often pulled multiple ways, re-enlisting or pursuing

other options. They spent years internalizing the military values, are convinced of the rightness,

but are intrigued by what civilian life has to offer. Following leaving the military, veterans often

remain in a state of exploration and uncertainty. Their days and lives are no longer dictated by

the military. Coming from a demanding environment, the military trains and develops their

servicemen from the start of their service, developing a foundation of discipline and teamwork

(Vacchi, 2012). Vacchi (2012) states, “Veterans are in an awkward position as soon as they

depart military service, and one of the most awkward places for a student veteran to be after

military service is on a college campus” (p. 18).

Identity Achievements: Sense of self

In this pathway, military service members break their ties from the military and form

separate, distinct identities. While the military will always be a part of who they are, these

individuals know what they want to do, either by entering higher education, or the workforce.

Interactions with civilians, outside of the military, serve as opportunities to explore without fully

abandoning the old self. When a veteran leaves their service, if they choose to enter higher

education, that choice is intentional. This is what breaks them apart from the traditional college

student. This often leads to a greater presence in the classroom, higher retention rates, and more

successful transfer rates from community colleges to four-year institutions (Vacchi, 2012).
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Identity Diffusions: What happens next?

Patton, Renn, Guido, and Quaye (2016) stated, “Marked by lack of crisis and

commitment, college women on this part are a varied and complex group (p. 295). Much like the

women in Josselson’s theory, military veterans are the same. These individuals are often

conflicted about life choices. If they decide to leave the military and enter higher education or

the workforce, they are likely to feel lost. The college campus and workforce is not as structured

as the military, with the military emphasizing a high value on the roles and responsibilities of its

members, along with self-sufficiency (Vacchi, 2012). Understanding the environment from

which the veteran comes from is important to being able to understand the veteran who is

experiencing troubles in this pathway.

Conclusion

The current, decade-old conflicts in Iraq and Afghanistan are expected to come to a close

soon. This is a good thing, but it means millions of men and women will be leaving the military

over the next few years. Many of them will find themselves on campuses across the country. At

research universities, state colleges, small liberal arts schools, community colleges, trade

schools, in vocational and technical programs, and online institutions, more and more of them

will begin trying to acclimate not only to higher education, but to civilian life in general. The

challenge to researchers and educational policymakers is this: to offer the greatest learning

environment for student veterans they can, to help them in any way possible, and do our best to

comprehend what they have already achieved in the past and encourage them to do more in the

future. It is the least we can do for those who have given so much.
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References

Jones, K. C. (2013). Understanding student veterans in transition. The Qualitative Report,

18(74), 1-14.

Josselson, R. E. (1991). Finding herself: Pathways to identity development in women. San

Francisco: Jossey-Bass.

Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent

psychology (p.159-187). New York: Wiley.

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J. (2016). Foundations for understanding

student development theory. Student development in college: Theory, research and

practice, 3rd Ed, (pp. 19-50). San Francisco: Jossey-Bass.

Vacchi, D. (2012). Considering student veterans on twenty-first-century college campus. Wiley

Online Library, 15-21. doi: 10.1002/abc.21075

Waterman, A.S., & Archer, S. L. (1990). A life-span perspective on identity formation:

Developments in form, function, and process. In P.B. Baltes, D. L. Featherman, & R. M.

Lerner (Eds.), Life-span development and behavior (p. 29-57). Hillsdale, NJ: Erlbaum
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Appendix A

Search/Exploration No Search/Exploration

Commitment • Identity-Achievement (Marcia) • Foreclosure (Marcia)

• Identity Achievements: Pavers of the • Foreclosures: Purveyors of the

Way (Pathmakers) (Jossleon) Heritage (Guardians) (Josselson)

• Identity Achievements: Sense of Self • Foreclosures: Pride for Self and

Country

No Commitment • Moratorium (Marcia) • Diffusion (Marcia)

• Moratoriums: Daughters of the Crisis • Identity Diffusions: Lost and

(Searchers) (Josselson) Sometimes Found (Drifters)

• Moratoriums: Actions speak louder than (Josselson)

words • Identity Diffusions: What

Happens Next?