Abstract
This qualitative single case study examined how military affiliated students perceive the military cultural competency of faculty members within the Camden College of Arts and Sciences (CCAS) at Rutgers University and how the use of military cultural competency education for faculty members may influence military affiliated students' experiences in their classes. A focus group of seven military affiliated students enrolled in CCAS and Military Cultural Competency Education Sessions with CCAS faculty was conducted. Additionally, the data collected from the focus group and Military Cultural Competency Education Sessions were triangulated with documents reviewed from peer institutions. Three themes emerged: 1) Military affiliated students who have served or are currently serving in the United States Armed Forces are hesitant to disclose their military affiliation; 2) The majority of faculty indicated that Movies/TV, Fictional Literature, and/or News (TV or Print) were the sources of their knowledge about the military, those who have served or are serving and their families; 3) Military affiliated students expressed a desire for faculty to understand their experiences, however they did not want to be responsible for educating them about the military or those affiliated. The literature and documents reviewed supported these findings suggesting that the military cultural competency of faculty directly impacts military affiliated students' experiences in the classroom. The success of similar cultural competency education provided in higher education and military cultural competency education provided within health care indicates Military Cultural Competency education for faculty would improve military affiliated students' experiences.--Author's abstract
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