Empowering Female [Student] Veterans through Community Writing and Experiential Learning in the Classroom

Abstract

This article argues for the importance of community writing groups on college campuses targeted towards female veterans to aid in female student veterans' successful transition to the university. Female veterans, in general, often face a host of additional challenges upon homecoming compared to their male counterparts including, but not limited to, higher incidents of depression, repression of memories of military sexual trauma (MST), and struggles to reacclimate to caretaker roles as wives and/or mothers. While Veteran Service Organizations (VSOs) can play an important role in rebuilding eroded support levels and creating a social bridge for transitioning veterans, studies indicate that many current organizations do not reach women veterans with ideal effect. This article argues that the presence of veteran community writing groups on college campuses that are directed toward females may encourage female student veterans to disclose and selfidentity their veteran status. Further, given data that indicates returning female veterans are likelier to have negative personal and family reintegration experiences, female veteran focused community writing groups can provide a much-desired sense of comradery, increase social connectivity and positive relation to the university, and serve as an outlet for secure emotional expression.