Running head: ARTICLE ANALYSIS 3 1
An Article Critique of Understanding Social and Academic Integration of Soldiers Attending
College
Monica Tucker
Liberty University
ARTICLE ANALYSIS 3 2
An Article Critique of Understanding Social and Academic Integration of Soldiers
Attending College
Purpose
The purpose of the study was to examine how military students describe their
commitments and experiences within their college pursuits and if the military community has a
greater influence on their commitment than does the college community (Wilson, Smith, Lee, &
Stevenson, 2013). Referring to Tinto’s theory of academic and social integration, the article
directs it attention to military personnel and their account of college life.
Theoretical Framework
Tinto’s theory of academic and social integration is thought to be the “best-known theory
on college persistence” (Wilson et.al, 2013, pp. 628-629). Tinto asserted that students who
committed themselves fully to the institution, both through academic and social integration,
would have a greater chance of success toward degree completion than those who did not
commit (Wilson et.al, 2013). As Wilson et.al (2013) describes, “Decades of higher education
literature have demonstrated the general applicability of Tinto’s theory to the college
community” (p. 629). While Tinto’s theory applies wholly to the community of full-time
students integrating to the college life, critics have acclaimed that it does not relate well to non-
traditional students like those in the military. Wilson, et.al (2013) attempts to answer the
ARTICLE ANALYSIS 3 3
questions of whether there was validity in institutions such as the military, who claim to fully
encourage the persistence of degree completion even through the non-traditional means (Wilson
et.al, 2013). Tinto’s model is very useful in understanding the commitment of institutionalize
commitment among nontraditional students. Tinto’s model was used to comprehend why many
military college students did not persist and complete their degree.
Points of Literary Review
There were five most important points of this literature review:
When compared to non-veterans, Vietnam veterans were not given any advantage
in their educational pursuits (Wilson et.al, 2013).
Army and reserve veterans, when compared to Air Force and Marines, are least
likely to use the GI Bill to attain educational assistance (Wilson et.al, 2013).
There seemed to be a deficit in income and occupational status between WWII
veterans, who earned more, when compared to non-veterans. Additionally, the
research indicated that unemployment rates are higher among service members
than those who never served. Wilson et.al. (2013) noted that “Overall, the GI Bill
was not helpful since WWII” (p.631).
Since the Post-9/11 GI Bill, colleges have recognized the massive influx in
military personnel on campus and have begun programs that service veterans on
campus (Wilson et.al, 2013).
In addition to veteran’s services, various institutions of higher education have
joined consortiums and have brought college services to their military bases
(Wilson et.al, 2013).
ARTICLE ANALYSIS 3 4
Methodology
The selected research method to be used of the study was qualitative methods of research,
which they stated was “appropriate when considering a revised application of a theoretical
model” (Wilson et.al, 2013, p. 632). The study wanted to focus on their career and commitment
to their college journey. They also believed their outcome would be in reference to college
participation and military service. The site for the study was a military base that housed
between 12,000 – 20,000 soldiers with a large, well-established educational center. The center
had affiliation agreements through a community college, state colleges and a proprietary college
offering associates, bachelor and master degrees respectively (Wilson et.al, 2013). Additionally,
agreements with the colleges included offering veterans credits for prior learning. Using a
snowball sampling technique, since subjects for the study were difficult to find, thirteen soldiers
signed agreements to participate and were subsequently interviewed (Wilson, et.al, 2013).
Additionally, five counselors and administrators were interviewed from the military and college
communities as a means to solicit disconfirming evidence, but their interviews were not included
in the findings. The collection methods included interviews and questionnaires developed from
interviews that were previously used in former qualitative studies on academic and social
integration (Wilson, et.al, 2013).
Key Findings
The key findings in the study were as follows:
Of the interviewed soldiers, the military base was the center of social and
academic integration for pursing a college education. Findings did not indicate
any commitment to the educational institutions of the soldiers who were
interviewed (Wilson, et.al, 2013).
ARTICLE ANALYSIS 3 5
Soldiers generally saw three reasons for being motivated to attend college:
1. College as a reason to enlist into the military
2. Military promotion
3. Transitioning from military to civilian life
Eight out of thirteen participants indicated that they had no desire to attend
college prior to enlisting in the military. Wilson et.al (2013) suggested that the
military must have encouraged the need to attend college for these soldiers.
While some soldiers indicated that there was not support from their unit command
for attending college classes, other soldiers indicated great support from within
their units (Wilson, et.al, 2013).
Education benefits such as tuition assistance, promotion points, et.al, were
mentioned by participants as a way that the military supports its soldiers to pursue
an education (Wilson, et.al, 2013).
Many of the participants felt academically integrated as indicated by GPA,
relationships with faculty and staff, study groups and commitment. However,
little to no indication of social integration was found (Wilson, et.al, 2013). They
were frustrated with unit command.
Implications
The study showed that the academic integration could be found within the institution of
education but that the “societal institution of military can replace the institution of education in
Tinto’s persistence model for the purposes of studying active duty personnel” (Wilson, et.al,
2013, p. 639). Additionally, the participants in the study referred to the military as the place
where the commitment is the greatest for pursuit of a college degree for soldiers.
ARTICLE ANALYSIS 3 6
Limitations and Suggestions
The size of the study was one limitation provided. Researchers were unable to get a size
amount of participants due to deployment and other military factors. One suggestion would be to
focus on military personnel that are transitioning.
The Role of Theory in Empirical Research
As I continue to get a grasp of it, the role of theory in empirical research is the body of
support in a research study. It is how research is explained and what has already been
established. It details why further research should take place and which boundaries should be
extended. It also allows how one study is connected to other studies, which has been contributed
to by other researchers.
ARTICLE ANALYSIS 3 7
References
Wilson, K, B., Smith, N. L., Lee, A. L., & Stevenson, M. A. (2013). When the army post is the
campus: Understanding the social and academic integration of soldiers attending college.
Journal of College Student Development, 54(5), 628–641. Retrieved from https://search-
proquest-com.ezproxy.liberty.edu/docview/1470067907?pq-
origsite=summon&accountid=12085
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