Steven R. GonzalesConsidered unprepared academically, and therefore not college-ready by many higher education standards, student-veterans demonstrate a different kind of readiness in achieving student success — non-cognitive attributes. By identifying and understanding the attributes gained during enlisted military service, community colleges can be better prepared to serve this diverse student population, while addressing institutional struggles with retention and completion.
Research shows there is minimal correlation between familiar standardized testing tools and measures, such as a high school grade point average (GPA), the Scholastic Assessment Test (SAT), or the American College Testing (ACT) exam, and predicting the likelihood of academic success (King et al., 1994; Armstrong, 1999). Community colleges are pivotal for economic growth and upward mobility. However, many community college students never complete, echoing the disappointment of millions of students who fail to achieve their educational goals (Bailey, Jaggars, & Jenkins, 2015). Community college leaders would benefit from rethinking what college-readiness means beyond cognitive skills.
Student-veterans are a fast-growing, niche segment of the nontraditional student population who are specially equipped with non-cognitive attributes attained from enlisted military service.
Carlos GaranzuayIn 2020, Carlos A. Garanzuay, Ed.D., a U.S. Air Force veteran, interviewed fellow military veterans who pursued a community college education after earning status as enlisted military service members. Supported by Steven R. Gonzales, Ed.D., the research aimed to identify which non-cognitive attributes, instilled during enlisted military service, that student-veterans used to attain successful completion of their academic journeys. The research found that many student-veterans experienced a frustration and dissonance between their identities as a veteran and as a student. Participant testimonies illuminated a chasm of missed opportunities by community colleges to create a sense of belonging in higher education. The authors identified a predominant set of cultural markers, or non-cognitive attributes, that equip student-veterans with tools to belong, adapt, and succeed in higher education which include:
The “commitment/discipline” attribute exists in core values held by each of the military branches. Participants indicated that commitment to their mission of academic completion kept them undeterred from success. The prevalence of this attribute indicated it often carried into student-veterans’ post-military life.
Steven R. Gonzales
Carlos Garanzuay
