Examining the Perception of Military Culture in the Undergraduate University Classroom

Abstract

The purpose of this study was to examine how college students perceive and experience learning with military student peers in traditional undergraduate college classrooms. A mixed method approach was selected, using an online survey that included the nine-item questionnaire Military Culture Certificate Program (MCCP) assessment scale survey. Data were collected from 255 students who took part in the survey, which assessed nonmilitary students’ knowledge of the unique military culture and environment, deployment dynamics, family dynamics, military ethics, behavioral and physical health issues, and combat experiences. A follow-up focus group solicited qualitative data from six nonmilitary affiliated students pertaining to their individual lived experiences and classroom interactions with their military student peers. Qualitative data from the focus group suggested that almost half of the students respected the experience of being deployed, based on the self-observations of family members. They also reported an understanding of the impact military life has on family members. Several qualitative themes emerged in the focus group responses, all of which have implications for improving cultural competence in the classroom.

Keywords:

• Military students
• perception
• undergraduate students
• cultural competence
• student veterans
• military cultural competence

Additional information

Notes on contributors

Heidi Boldway

Dr. Heidi Boldway is an Assistant Dean of Humanities and Director of a program for individuals with intellectual and developmental disabilities (L.O.P.E.S. Academy) at Grand Canyon University. She has a PhD in Psychology specializing in Industrial and Organizational Psychology, an MEd in Educational Leadership, and a bachelor’s degree in Liberal Studies with a mathematics focus. Dr. Boldway’s research interests include cultural competence, with a particular focus on military cultural competence.

Elizabeth Valenti

Dr. Elizabeth Valenti is a full-time psychology professor at Grand Canyon University with 15 years of academic teaching experience. Previous criminal justice experience drives her passion for teaching personality, lifespan, and social psychology. She has a bachelor’s degree in psychology, a master’s degree in education, and a PhD in psychology with a specialization in addictions. Her research interests and publications are centered around student mentorship, emotional intelligence, cultural diversity, and mindfulness in the classroom.

Maria Zafonte

Dr. Maria Zafonte is department chair and professor of English at Grand Canyon University where she teaches a variety of courses including first year composition and young adult literature. Her degrees in counseling, English and psychology complement her varied research interests in teaching and learning, with a particular focus on introversion and collaborative learning, blended learning, technology, and APA style.