Abstract
AbstractDifferences between military culture and civilian culture can affect the postmilitary experience for transitioning veterans. Adult educators should acquire and maintain a high level of military cultural competence to effectively serve female veterans as they transition out of the military. For women, the military‐to‐veteran transition also includes unique challenges related to identity formation, including occupational gender identity formation, which is not a salient concern for male veterans. Six learning and development goals are presented to guide adult educators in successfully facilitating the cultural adaptation and identity formation process for new female veterans.
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