 |
When we talk about adult learners, nontraditional students, or transfer populations in higher education, one group remains consistently underrepresented in both research and policy: military spouses. These individuals are the backbone of the military community, shouldering frequent relocations, prolonged periods of solo parenting, and unpredictable lifestyle changes — all while striving for personal growth and professional advancement. Yet, when it comes to conversations about access to higher education, military spouses are often an afterthought.
As a community college educator, Marine Corps veteran, and military spouse, I have witnessed firsthand the determination and resilience it takes for military spouses to pursue and persist through higher education — and I have lived it.
Military spouses overwhelmingly begin their education at community colleges, drawn by their flexible schedules, local access, and affordability — critical factors for those managing deployments, child care, and frequent moves.
For many, community college is only the beginning of their academic journey, yet the transition from a two-year institution to a four-year university is often where progress stalls. Despite strong educational aspirations, fewer than half of military spouses attain a bachelor’s degree or higher.
The reasons are not surprising: repeated Permanent Change of Station (PCS) moves interrupt enrollment, credits don’t always transfer, and local campuses may not offer the same programs or accessibility. Moreover, military spouses are tied to their location, or as one spouse in my research stated, “Our lives revolve around our spouses’ careers; we don’t get a say in where we live or when. We [military spouses] are the only constant in our children’s lives, which makes it hard to ever put ourselves first.”
This is the quiet cost of military service — the unseen sacrifices families make to keep our nation strong.
Unfortunately, the higher education landscape isn’t built with this kind of mobility in mind. Transfer policies are often rigid, advising systems are disconnected, and student services are rarely designed for the needs of learners who have to uproot their lives every two to three years. Even institutions that market themselves as “military friendly” often focus their services on veterans, leaving spouses to navigate systems that weren’t designed with them in mind.
Furthermore, very little progress has been made in supporting military spouses’ pursuit of higher education from the Department of Defense (DoD). While the GI Bill of Rights — introduced in 1944 — has undergone numerous expansions over the decades, similar efforts to support military spouses have been minimal. The Post-9/11 GI Bill, a 2009 revision to the GI Bill of Rights, allows service members to transfer their benefits to a spouse or child; however, 80% of the transferred benefits are passed to dependent children.
The MyCAA (Military Spouse Career Advancement Account) Scholarship, introduced by the DoD in 2007 with limited availability and fully launched in 2009, was the first program to dedicate funding specifically for military spouse education. Its initial rollout offered up to $6,000 in scholarships for an associate degree or less. It was received with such an overwhelming response that it was temporarily suspended, only to be later reintroduced with less funding per student and greater administrative burdens. The most recent update, in 2024, expanded eligibility to include spouses of higher-ranking service members, a minor adjustment considering these military spouses are the least likely to need critical assistance.
Indeed, some positive steps have been made, but broader, more meaningful enhancements are still needed to meet the educational needs of military spouses, particularly those seeking bachelor’s degrees and beyond. Without intentional institutional supports, like robust transfer advising, flexible/online learning pathways, and the recognition of military spouses’ unique life experiences, educational benefits often fall short of resulting in degrees.
When military spouses receive the proper support, especially during pivotal moments like transferring from community college to university, they can and do succeed. What they need is not pity or hand-holding but understanding, flexibility, and opportunity. They need advisors who recognize that PCS orders may suddenly reroute a degree plan. They need institutions that coordinate across states to honor transfer credits. And they need virtual pathways that allow them to continue their education from wherever the military sends them.
But perhaps most importantly, they need to be seen. Military spouses bring extraordinary life experience and leadership to higher education. Their strong propensity to volunteer — whether through unit family readiness groups, community organizations, or peer mentorship — demonstrates an enduring commitment to service.
We must begin to think of military spouses as a key demographic in higher education, not a peripheral one. A spouse who earns a degree builds financial stability for their family, creates future career pathways, and allows their service member to perform their duty without the distraction of worrying about a spouse’s opportunities or well-being.
In recent years, the DoD has struggled with service member retention, an issue that may be increasingly tied to declining support from military families. A 2023 Military Family Lifestyle Survey shows that the percentage of active-duty family members likely to recommend military service has dropped from 55% in 2016 to just 32% in 2023. In response to the declining retention, the DoD has invested heavily in retention bonuses for service members, yet has done little to address the underlying factors driving dissatisfaction, such as declining quality of life, persistently high unemployment among military spouses, and limited educational support.
As community colleges and universities continue to prioritize access, transfer success, and workforce readiness, military spouses must be part of the conversation. Education agencies, accrediting bodies, and institutions must collaborate on military-spouse inclusive transfer agreements and wraparound support systems. The systems we build today must be flexible enough to accommodate their realities and strong enough to support their ambitions. We cannot afford to leave such a driven and capable population behind. It is our responsibility to ensure they are included and supported.
They are not invisible. They are not transient in their dreams. They are learners, leaders, and contributors to military life and American society — and they deserve an educational pathway that reflects that.
