As a veteran studies scholar and leader of a research team, I am dedicated to investigating the unique challenges military-affiliated students (e.g., veterans, active-duty service members, members of the National Guard, spouses, and dependents) face in accessing higher education. Over the past few months, my team and I have successfully had several manuscripts accepted for publication. However, reviewers have consistently noted the need for more recent citations, particularly those published within the last 10 years.

This feedback made us realize that the lack of current citations stems not from oversight on our part, but from the scarcity of recent, peer-reviewed research on military-affiliated students. Much of the available literature is outdated or are not peer-reviewed, often limited to master's theses or doctoral dissertations. We often said, "if up-to-date works existed, we would have cited them." This gap reveals a broader issue: seasoned scholars have shifted away from focusing on military-affiliated students' needs. Recognizing this concerning trend, my team and I have embarked on a scoping review to assess the current state of veteran scholarship. Our goal is to shed light on this shift and advocate for a resurgence in research addressing the unique challenges faced by military-affiliated students.

To begin our review, we conducted a preliminary keyword search on Google Scholar, and the results were alarming. Although there is a substantial body of literature on military-affiliated students in higher education, we identified a significant gap in the amount of current, peer-reviewed research addressing their specific needs. This finding reinforced our commitment to ensuring that veteran studies remains relevant and responsive to this vital population.

As the field of veteran studies evolves, we must begin to question, "what is missing in veteran studies today?" To explore this, I reviewed Bryon Garner's article, What Veteran Studies Means To Higher Education and To You, which highlights the need to address veterans' issues beyond the traditional narratives. While many scholars focus on topics like PTSD and military sexual trauma, these subjects do not capture the full complexity of the military- affiliated population. It's essential to recognize the unique experiences that military-affiliated students bring to academic environments. As we reflect on the barriers faced by military-affiliated students, we must ask ourselves: What challenges are we still overlooking? How can our research adapt to better meet the diverse needs of this population? Factors like, navigating the college application and financial aid processes, as well as addressing credit transfer inequities, significantly impacts this group.

Despite advancements in higher education policies and supports, critical barriers persist. When veteran studies scholars fail to address them, the entire academic community suffers. It is critical for scholars to reengage with the field, ensuring that the literature stays relevant and responsive to the needs of this group. As higher education institutions strive for inclusivity and diversity, research addressing the needs of military-affiliated students must be prioritized, with their unique needs continuously evaluated. Without this renewed focus, we risk undermining progress in supporting military-affiliated individuals and miss the opportunity to contribute meaningfully to their experiences in higher education.

The table below summarizes some of the results from our keyword searches.

This table illustrates the search results for various keywords associated with military-affiliated populations in higher education. Searches like "student veterans in higher education" yielded over 2.8 million results; however, the number of recent peer-reviewed articles published since 2020 is significantly smaller, with only 29,100 results. In addition, a search for "veterans in higher education," returned 950,000 results, yet only 16,900 were peer-reviewed studies. Despite the apparent abundance of search results, many of the studies lacked relevance to the specific topics. It raises the question: How can it be so hard to find meaningful research when millions of results appear? However, when the topics are narrowed based on specific factors, the results are significantly reduced. For example, I did a search for "military spouse college resources" which only yielded 70 relevant results, many of which were not peer-reviewed. This highlights the need for high-quality research on the specific needs of military-affiliated students.

Google Scholar is a valuable tool for preliminary research, but its search results often appear simply because one or more input keywords are mentioned in article titles or abstracts. While the initial flood of results may create an optimistic impression about the availability of relevant research, a closer look often reveals that many articles are not directly related to the topic under review.

Statistician John Tukey believed, "The greatest value of a picture is when it forces us to notice what we never expected to see." This principle holds true for research; comprehensive studies often reveal unaddressed issues, emphasizing the need for action. I contend that veteran studies not only exposes these hidden challenges but also initiates a ripple effect; once a problem is recognized, it calls for change.

Historically, higher education research has focused on traditional students, those who are young and fresh out of high school with access to ample college access supports. In contrast, military-affiliated students often lack these same resources. Whether veterans, active-duty or National Guard members, spouses, or dependents, they have diverse needs that targeted research can bring to light. Thus, a renewed focus on the unique challenges faced by military-affiliated students is crucial.

Reengaging with veteran studies research is not just important - it's essential. To truly create inclusive academic environments, veteran scholars must prioritize identifying and addressing the barriers that hinder military-affiliated students from thriving. A renewed commitment to understanding their unique needs through ongoing research and informed policy is crucial to avoid perpetuating a system that marginalizes this population. As we consider this commitment, we must ask ourselves: Are we truly listening to the voices of military-affiliated students in our research? As we strive for inclusivity, it is essential to reflect on how well we understand their unique experiences and challenges. We urge all veteran studies scholars to recommit to peer-reviewed research that amplifies the voices of military-affiliated students and addresses the distinct challenges they face in higher education.

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