Abstract
ABSTRACTThis study examined the transition of veterans from the military to the classroom. Guided by communication accommodation theory (CAT), results of semi-structured interviews (N = 20) of military veterans were analyzed to see how and why participants described communication approaches in the university setting. Approaches appeared guided by inculcated values developed during earlier cultural experiences, in the military. Participants described interpersonal and group communication exchanges in three broad themes: cultural clash, perspective taking, and self-silencing. This research supports prior psychological research that explored difficulties combat veterans face after exit and extends this research to non-combat veterans from a communicative perspective.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
