Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education in Adult and Lifelong Learning (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Miller, Michael T.

Committee Member

Kacirek, Kit

Second Committee Member

Grover, Kenda S.

Keywords

Identity; Military Culture; Military Transition; Transition Assistance Program; Veterans

Abstract

The training and experience gained through U.S. military service instill a strong sense of discipline, loyalty, and duty to one's country while preparing service members for the challenges they face during their military careers. Military culture is a defining aspect of servicemembers' identities, especially for those who have spent significant time in the military. The problem is that service members often enculturate into a life where they adopt an identity incongruent with the ability to engage in a smooth transition to civilian culture. The purpose of this cross-sectional regression study is to test social identity theory and transition theory that relate service member engagement to time to gain post-separation employment. This study used multiple linear regression to investigate the relationship between Oklahoma servicemembers’ engagement in the military’s Transition Assistance Program and the time it took to secure employment after their separation from active-duty military service. Schlossberg's Transition Theory and Tajfel's Social Identity Theory can help us understand how military culture and identity affect service members during their transition out of the military. Understanding and resolving gaps in the Transition Assistance Program can benefit the U.S. Department of Defense and the Veterans Administration by improving the effectiveness of their programs and services, improving outcomes for veterans and their families, and strengthening the relationship between the military and civilian communities.

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