Introduction/Overview:

One of the worst tragedies in the 21st century was a terrorist attack by the Islamic group Al-Qaeda on the World Trade Center. It can be recalled as 9/11. This led to major political, social and cultural impact; one being Islamophobia. The attack enhanced existing biases and misconceptions about Islam and Muslims, which led to a rise of anti-Muslims sentiment around the country. This behavior goes against society’s values of diversity, inclusivity and equal opportunity. Islamophobia in higher education is not limited to individual acts of discrimination, but it is embedded in policies, practices and institutional cultures. This can lead to bias during admissions, hostile campus climates which can have negative effects on Muslims, including marginalization, exclusion, and lack of opportunities. It is crucial to address Islamophobia because institutions need to foster an inclusive and diverse environment to promote social justice and provide equal opportunities to every student, regardless of their religious practices. 

Discussion:

Islamophobia, the fear, hatred and discrimination against Islam and Muslims in higher education is an issue that impacts many parts of academic life. This includes admissions, campus climate, and classroom experience for Muslim students and faculty. Ahmadi Shafiqa and Darnell Cole in their book, “Islamophobia in Higher Education: Combating Discrimination and Creating Understanding,” argue that Islamophobia in higher education is not just a matter of individual acts of discrimination, but it’s an issue embedded in policies, practices, and institutional cultures. They highlight how some institutions consider Muslim individuals and their religious identity as a potential threat, leading to biased admissions. Students who get admitted are sometimes faced with hostile campus climate, harassment, and exclusion (Shafiqa and Cole 126). 

The discrimination within higher education goes further to other aspects that have a significant impact on Muslim students. A report done by the Council on American-Islamic Relations (CAIR) named, “Islamophobia on College Campuses and Its Impact on Muslim Students” states that 73.71% of the students surveyed had experienced a form of harassment or discrimination through various types of comments, texts, emails, social media posts, threats, etc. One student states that “I am a student in the Disabled Students’ Program; it was difficult for me to access [the program]. I was told that ‘it was not wise to make me mad because I might bomb (that person’s) house’” (Islamophobia on College Campuses 27). Muslim students continue to experience this type of behavior on campus just because of their religious practices, this students experience illustrates the reality of Islamophobia in higher education. It shows how Muslims face discrimination and harassment even when trying to access services. The comment made to the student relates a harmful stereotype against Muslims that portrays them as violent terrorists. 

Another experience was faced by a Muslim trying to practice their religion within their campus. Their experience was portrayed in a study on Islamophobia in education by Kistoro et al., who discusses the impact of Islamophobia on Muslim students who wear the niqab in higher education. The participant in their study expressed, “I have experienced discrimination and harassment on campus because of my choice to wear the veil. People stare at me, make derogatory comments, and treat me differently” (Kistoro et al. 240). Another participant shared, “Professors have made biased comments about my veil, questioning my ability to fully participate in classroom discussions” (Kistoro et al. 240). These quotes highlight the experiences of Muslim students who wear religious attire in higher education who have experienced poor reactions from their classmates and professors. This indicates that Islamophobia is not only directed towards Muslim individuals but also extends to their cultural and religious practices.

The hostile campus environment and continuous backlash against Muslim students can negatively impact their well-being and academic performance. The report by CAIR further emphasizes that Islamophobia contributes to a climate of fear and alienation for Muslim students, hindering their sense of belonging and inclusion on campus (Islamophobia on College Campuses  31). This indicates that Islamophobia in higher education not only harms Muslim students physically but psychologically as well. 

The impact of Islamophobia enhanced after the tragedy of 9/11, where anti-Muslim assaults were at their peak during the year of 2001 and the years that followed (Pew Research Center). The time passed, however, the effects continued after and have left great damage to Muslim students. Jennie Lebowitz in the article “Muslim American Youth in the Post 9/11 Public Education System” discusses how Muslim American youth faced an increase in discrimination and bias from their peers and teachers after 9/11. She talks about how students face multiple forms of Islamophobia, including bullying, discriminatory policies and biased attitudes from peers, teachers and administrators. The author discusses how this can lead to negative psychological, emotional and academic consequences, including lower self-esteem, decreased motivation, and limited opportunities for learning and participation in the classroom. Moreover, Islamophobic bias among faculty and staff can also affect the curriculum, which can lead to misrepresentation, stereotyping, or exclusion of Muslim perspectives and contributions in the academic content. (8)

In conclusion, Islamophobia in higher education is an issue that isn’t only an individual act of discrimination, however, it is embedded in policies, practices, and institutional cultures. Muslims continuously face different forms of challenges within their academic life, whether it’s their admissions or their experiences after being admitted to a college. The different forms of Islamophobia can be based on anything from religious identity, attire and cultural practices, all which have a negative reaction from students and faculty. The aftermath of 9/11 has further intensified the issue, leading to increased bias and discrimination against Muslim American youth in the education system. It is crucial to address this issue because without attention to the on-going discrimination and harassment, Muslims will continue to be misrepresented, stereotyped and excluded. Institutions need to promote inclusive and diverse academic environments that embrace religious identities, instead of claiming to value these aspects. 

Work Cited 

Ahmadi, Shafiqa, and Darnell Cole. Islamophobia in Higher Education: Combating Discrimination and Creating Understanding. Stylus Publishing, 2020. 

https://eds.p.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzI1NzAzNzlfX0FO0?sid=fd2a167d-e2a9-4527-874f-c3bf2bdc5a53@redis&vid=2&hid=/&format=EB

“Islamophobia on College Campuses and Its Impact on Muslim Students.” CAMPUS ISLAMOPHOBIA – CAMPUS CLIMATE 2019 – 2020 REPORT

https://static.ca.cair.com/reports/downloads/CAIR-2019-2020-Campus-Climate-Report.pdf 

Kistoro, Hanif Cahyo Adi, et al. “Islamophobia in Education: Perceptions on the Wear of Veil/ Niqab in …” Islamophobia in Education: Perceptions on the Wear of Veil/ Niqab in Higher Education 

http://repo.uinsatu.ac.id/19963/1/Islamophobia.pdf 

Lebowitz, Jennie, “Muslim American Youth in the Post 9/11 Public Education System” (2016). American Cultural Studies Capstone Research Papers. 6

https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1005&context=fairhaven_acscapstone 

 “Anti-Muslim Assaults Reach 9/11-era Levels, FBI Data Show | Pew Research Center.” Pew Research Center, 30 May 2020.

www.pewresearch.org/short-reads/2016/11/21/anti-muslim-assaults-reach-911-era-levels-fbi-data-show. 

BACKGROUND 

With the outbreak of the COVID-19 pandemic, schools worldwide shifted their attention towards prioritizing the well-being of their students, resulting in a widespread transition from in-person classes to virtual learning. While this move had positive outcomes in mitigating the spread of the virus and helped some students adapt, it also posted significant challenges for students struggling with poor mental health, including those with pre-existing mental disabilities. In my research paper, I will conduct a comprehensive investigation to identify the variables that affected students’ mental health during the transition to virtual learning. I will explore resources and studies from experts who have worked extensively on mental health, especially in the context of student well-being. Based on my analysis, I will provide recommendations for how schools can better support their students during times of crisis. 

RESEARCH 

A study titled “Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education” investigated the impact of virtual school on the well-being of students and lecturers during the pandemic. Using self-developed, pretested questionnaires and online data collection, the study found that virtual learning had both positive and negative effects on the physical and mental health of students and lecturers. According to the researchers, “Virtual learning can provide students with a sense of control over their learning experience, which can be empowering and reduce anxiety.” (Idris et al.) This flexibility and convenience of virtual learning can also reduce stress levels by allowing students to balance their academic responsibilities with their personal lives. However, while virtual learning has the potential to positively impact students’ mental health by providing more control, flexibility, and access to mental health resources, it also comes with potential negative impacts such as the lack of in-person social interaction and increased screen time. To support this argument, evidence from a web resource will be presented next. 

In contrast to the benefits of virtual learning, it is important to consider the potential drawbacks as well. One such drawback is ineffective time management, which can have negative impacts on students’ academic performance and overall well-being. In the article “Challenges of Distance Learning for Students,” the authors discuss the benefits and drawbacks of online learning. One significant drawback is the challenge of time management, as the article notes that “time management is associated with greater academic performance and lower levels of anxiety in students.” However, the same research also found that “many students find it hard to balance their studies and day-to-day lives” (Challenges of Distance Learning for Students). Poor time management can lead to various negative outcomes, such as inadequate sleep patterns, heightened stress levels, missed deadlines, incomplete assignments, and poor academic performance. Students who are not attending classes in person are particularly susceptible to this problem since it can also result in insufficient time for social activities, personal hobbies, and other essential aspects of life, leading to an unbalanced and stressful lifestyle. Furthermore, a lack of communication in virtual learning can also lead to a decrease in engagement and motivation, as students may feel disconnected from the learning process and struggle to stay focused. This can be particularly challenging for students who require additional support or accommodation, as they may feel isolated and unsupported in an online environment. 

The issue of isolation and loneliness has become increasingly prominent with the rise of virtual classes, as this mode of learning can potentially limit social interaction and engagement among students. In the article “COVID-19 Stressors, Ethnic Discrimination, COVID-19 Fears, and Mental Health Among Latinx College Students” a group of researchers dissect the connection between Latinx college students, Covid-19, Depression, loneliness, fears, and other mental disabilities. The study focused on a Hispanic-serving college institution and found that “Latinx college students reported significantly higher rates of psychological distress due to the impact of Covid-19 on their lives. These stressors included loss of employment, increased perceived stress, and sleep disturbances.” (Sanchez et al) These findings suggest that the pandemic has had a disproportionate impact on the mental health and well-being of Latinx college students, which could potentially lead to feelings of loneliness and isolation. The study highlights the need for targeted support and interventions to address the mental health needs of this vulnerable population during the pandemic. 

 Unlike traditional classroom settings where students have many opportunities to interact with their peers and instructors, virtual classes often lack the same level of social interaction and collaborative activities. This lack of in-person connection and communication can lead to students feeling disconnected and lonely, which can have negative effects on their mental wellbeing. Students may be less likely to seek help or support when they are struggling, as they may not have the same level of access to mental health resources and support systems as they would in a physical classroom setting.  

In the previous article titled “Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lectures in health care education,” the researchers conducted experiments, questionnaires, and gatherings to collect data. The study included 56 lecturers with a 100% response rate and 279 students with a 93.3% response rate. Both groups provided both positive and negative feedback, highlighting the physical and mental implications of remote learning. “Despite having more screen time (50.0%) and experiencing computer-related physical stress (44.6%), increased stress was reported by students (64.9%) …these findings suggest that remote learning can significantly impact the mental health and well-being of students.” (Idris et) The results of the study clearly indicate that remote learning can have a significant impact on the physical and mental health of students. Increased levels of stress, distraction, uncertainty towards examinations, and computer-related physical stress were reported by students. These findings underscore the need to prioritize mental health support during remote learning to mitigate the negative impact on students’ well-being. They also emphasize the importance of supporting the mental health of lecturers. 

CONCLUSIONS AND RECOMMENDATIONS 

The researchers involved in this study clearly understand the challenges faced by students and lecturers during the sudden shift to remote learning. They are advocating for institutions to provide adequate support and resources to help lecturers cope with the changes and ensure their well-being. This includes support for physical and mental health and resources such as training and technology to facilitate remote teaching. 

The researchers also acknowledge the negative effects that the sudden shift to remote learning may have had on both students and lecturers. They argue that institutions must take proactive steps to plan and prepare for remote learning to ensure a successful transition. This includes giving enough time for lecturers and students to adjust to the new learning environment and providing resources to support their learning and well-being. 

They come from diverse backgrounds, including education, psychology, and public health, which suggests that they bring a multidisciplinary perspective to their research. This is important as it allows them to take a comprehensive approach to studying the impact of remote learning on students and lecturers. (The researchers involved in this study and their names are Fazean Idris, Ihsan Nazurah Zulkipli, Khadizah Haji Abdul-Mumin, Siti Rohaiza Ahmad, Shahid Mitha, Hanif Abdul Rahman, Rajan Rajabalaya, Sheba Rani David, and Lin Naing.) 

The COVID-19 pandemic and virtual schooling have created challenges for students and professors alike, leading to increased anxiety, depression, and other mental health issues. While these issues cannot be reversed, there are many ways in which scientists and students can help support one another and promote growth. 

The article “Supporting Mental Health in College Students On & Off Campus” provides valuable information on addressing mental health in higher education. In the article, Hejl discusses 8 tips that can be helpful for managing mental health, such as utilizing mental health services and practicing mindfulness. Regarding the tip to utilize mental health services, Hejl notes that there is often “stigma associated with seeking counseling, seeking help is a sign of strength, not weakness.” He encourages students to give themselves and others the space to work on how to best manage their mental health. 

Another tip suggested in the article is practicing mindfulness, which Hejl notes can “not only relieve stress but also improve memory and focus.” He also highlights that meditation has been shown to help anxiety disorders and enhance mental health treatment. Meditation has been shown to be an effective tool for managing anxiety disorders and enhancing mental health treatment. By quieting the mind and reducing stress, individuals may find that they are better able to cope with daily challenges and maintain a positive outlook. 

The findings of recent research suggest that mental health challenges have become a prevalent and ongoing issue among students in the era of virtual classes. It highlights the urgent need to develop effective strategies that address the needs of students facing mental health struggles. To achieve this, there is a need to raise awareness and eliminate the stigmatization surrounding mental health issues, while involving affected individuals in the development and implementation of practical solutions that promote their motivation and uphold their dignity. Such efforts could help to mitigate the impact of mental health challenges on students and facilitate a more supportive and inclusive virtual learning environment. 

Works cited 

“Challenges of Distance Learning for Students.” National University, Feb. 2023, www.nu.edu/blog/challenges-of-distance-learning-for-students. 

Idris, Fazean, et al. “Academic Experiences, Physical and Mental Health Impact of COVID-19 Pandemic on Students and Lecturers in Health Care Education.” BMC Medical Education, vol. 21, no. 1, BioMed Central, Oct. 2021, https://doi.org/10.1186/s12909-021-02968-2. 

“Academic Experiences, Physical and Mental Health Impact of COVID-19 Pandemic on Students and Lecturers in Health Care Education.” BMC Medical Education, vol. 21, no. 1, BioMed Central, Oct. 2021, https://doi.org/10.1186/s12909-021-02968-2. 

Sanchez, Delida, et al. “COVID-19 Stressors, Ethnic Discrimination, COVID-19 Fears, and Mental Health Among Latinx College Students.” Journal of Diversity in Higher Education, American Psychological Association, Nov. 2022, https://doi.org/10.1037/dhe0000448. 

Azriel Melvin

English 1102

Prof. Weaver

4/14/23

Should a student major in something that interests them or something practical that’s more likely to lead to success?

Introduction

          As a student applying for college, one of the many worries about going to college and picking a college best for you is considering a major. In this predicament, most students are stuck between whether they should major in something they’re passionate about or something that is more likely to lead to making more money.  So how does one decide what’s best for them? The purpose of this essay is to evaluate the pros and cons of each option, and potentially help others struggling with this.

Discussion

            Because choosing a major in college is a big decision that can impact your future career and life path, many students struggle. While some students may choose a major based solely on its potential job prospects or earning potential, it is important to consider one’s passions and interests as well because of major factors like motivation, career satisfaction, growth and more.

            Firstly, pursuing a major that one is passionate about leads to greater motivation and engagement. When students are passionate about a subject, they are more likely to invest time and energy into learning and mastering the material. They are more likely to participate in class, engage in discussions, and ask questions. This active involvement can lead to a deeper understanding and appreciation of the subject, which can enhance academic achievement and long-term success.

            Secondly, passion can drive innovation and creativity. When students are passionate about a subject, they are more likely to think outside the box and develop new ideas. This can lead to the development of new products, services, and technologies. Passionate students are also more likely to pursue independent research, which can lead to new discoveries and advancements in their field.

            Thirdly, pursuing a major that one is passionate about can lead to greater job satisfaction and fulfillment. When students are passionate about their field of study, they are more likely to pursue careers that align with their interests and values. This can lead to a sense of purpose and fulfillment in their work, which can lead to greater job satisfaction and happiness.

            Furthermore, pursuing a passion can lead to a more well-rounded and fulfilling life. When students are passionate about a subject, they are more likely to engage in activities and hobbies related to that subject. This can lead to a more vibrant and fulfilling life outside of work or school.

           While it is true that practical considerations such as job prospects and salary expectations are important, they should not be the only factors considered when choosing a major. Pursuing a major that one is passionate about can lead to greater motivation and engagement, drive innovation and creativity, lead to greater job satisfaction and fulfillment, and result in a more well-rounded and fulfilling life.

           In today’s world, the importance of higher education has never been more significant. Many students pursue higher education to gain knowledge and skills to help them build a fulfilling and successful career. However, with the increasing costs of higher education, many students may wonder if their chosen major will pay off in the long run. While some students may choose to pursue their passions and interests, others may prefer to major in something that guarantees a steady income. In this essay, we will discuss the reasons why students should major in something that makes money.

           Firstly, choosing a major that has the potential to earn a high income can provide financial stability and security. Many students graduate with a significant amount of student loan debt, and having a high-paying job can help them repay their loans faster and achieve financial independence. It can also give them the means to save for their future, invest in their retirement, and have the financial freedom to pursue their other interests.

           Secondly, majoring in something that makes money can open up many career opportunities. High-paying jobs often require specialized skills, and choosing a major that focuses on these skills can lead to a successful and rewarding career. In addition, these types of majors may also lead to high-demand jobs that offer job security and advancement opportunities.

          Thirdly, majoring in something that makes money can lead to a higher standard of living. Higher-paying jobs can allow students to live in better neighborhoods, have access to better healthcare, and have a better quality of life. It can also provide them with the means to travel, pursue hobbies, and enjoy leisure activities.

         Furthermore, majoring in something that makes money can help students give back to their communities. With higher incomes, they can contribute to charitable organizations and causes that they are passionate about. They can also support local businesses and help create job opportunities in their communities.

Conclusion

       In conclusion, while it is essential for students to pursue their passions and interests, majoring in something that makes money can provide many benefits, including financial stability, career opportunities, a higher standard of living, and the ability to give back to their communities. Students should carefully consider their options and choose a major that will allow them to achieve their goals and lead a fulfilling life. Students should also consider their interests and values when deciding a major as it is as equally important as majoring in something practical. Finding a “happy medium” is where a student will end up most happy.

Audrey Bachmann 

Professor Weaver 

English 1102 

April 18, 2023 

The Serviceman’s Readjustment Act of 1944, also known as the GI Bill, signed in 1944, still has its influence on America today. This helped veterans start a new life after World War II by providing them with the education and basic needs needed to build a life in America. This Bill affected millions of veterans around the United States and was an important factor in the availability of post-secondary education, no matter what direction veterans took.  

The G.I bill impacted American lives more than imagined. The GI Bill : The New Deal for Veterans by Glenn Altschuler and Stuart Blumin says, “formally known as the Serviceman’s Readjustment Act of 1944, it was far from an obvious, straightforward piece of legislation, but resulted from tense political maneuvering and complex negotiations.” The GI bill passing the legislature was more complex than just being able to enact it. It caused democrats and republicans to come together who have previously opposed Roosevelts “New Deal.” The returning soldiers were more supported than they have ever been and were getting the support they needed to build new lives in America. This bill provided veterans with job training, unemployment compensation, assistance in tuition, and housing loans.  

The BI Bill affected the whole family at home. In the book The GI Bill Boys : A Memoir by Stella Suberman, it accounts a personal anecdote of how the War, Great depression, and other major events during this period of time affected her family, friends, and herself. I focused on Chapter 12, which is all about how the GI bill affected the veterans she knew. Some of them were relatives, others just peers. When the news came out about this new document, the people all gathered together and read through this bill over and over again, showing its significance. The bill included everyone who participated in the military, which was very inclusive to everybody. “All enrollees got the same benefits, no matter their rank…the bill did not state who were not eligible but who were.” (The GI Bill, 179) The government officials who were in charge did a decent job at trying to include everyone to get good benefits from this, but it was not 100% inclusive. There was still discrimination against Jewish people and people of color, which was not supposed to be the case.  

Jack, who served four years in the military, got covered by the GI Bill for four years, which would cover his Ph.D. It would also cover the new people to college to get their undergraduate diploma, which was great. It seemed to cover everything, as the preparers knew the war took a lot of time apart from families. It also offered a home loan which was guaranteed with a zero down payment and a low interest rate. This was a really good deal for returning veterans as it offered so much.  

After the War, an estimated 15 million soldiers would be unemployed. Its official name was the Serviceman’s Readjustment Act, which was pushed through the congress. The National Archies, Servicemen’s Readjustment Act (1944), states “President Franklin D. Roosevelt signed it into law on June 22, 1944, just days after the D-day invasion of Normandy,” This was put into place quick, right after the scraps of World War II. This bill was proposed since before the war was over. The name “The GI Bill of Rights” is the public name for it, as it explains more of what it is in the title. The areas it focused on were hospitalization, business and home purchases, and education, which was its main focus. Around 8 million veterans received benefits to help with their education, around 2,300,000 attended a secondary institution, 3,500,000 received training for school, and 3,400,000 received training for jobs. Although this was not everyone who participated in the war, there were a decent amount of people who used the benefits of this bill. The degrees given to post-secondary institutions doubled between 1940 to 1950, and the percentage of Americans with advanced degrees rose from 4.6% to 25%, which is a drastic rise.  Not all veterans were able to use this bill to the best of their abilities, as Black vets were not often able to get loans from banks for mortgages in Black Neighborhoods, but also could not really buy homes in suburban white neighborhoods because of the discrimination they received. (Servicemen’s Readjustment Act, 1) 

Nowadays, the original GI Bill is not still around, but programs and deals used to benefit veterans stemmed from this bill. There is something called the Post-9/11 GI Bill, which is very similar to the old Servicemen’s Readjustment Act (The GI Bill of 1944). In the article, Post-9/11 GI Bill (Chapter 33) by Veterans Affairs explains the qualifications for this newer bill. To be eligible, veterans must meet at least one qualification. Some include serving 90 days (about 3 months) on active duty on or after September 11, 2001, receiving a Purple Heart on or after September 11, 2001, and were honorably discharged, or a dependent child using benefits transferred by a service member that is qualified. (Post-9/11 GI Bill, 1). Some benefits can include, “Tuition and fees…. Money for housing (if you’re in school more than half time) … Money for books and supplies… Money to help you move from a rural area to go to school.” (Post-9/11 GI Bill, 1). These benefits do expire though after a certain amount of time. If the service a veteran did, ended before January 1, 2013, the benefits will expire 15 years after their last separation date from the active service. If they ended after/on January 1, 2013, the benefits would not expire, due to the law called the “Forever GI Bill – Harry W. Colmery Veterans Educational Assistance Act.” (Post-9/11 GI Bill, 1) 

This brings me to the newest GI Bill, called the Forever GI Bill. This was signed by Donald Trump in 2017, and this bill officially called the Harry W. Colmery Veterans Educational Assistance Act, but the shorter name is the Forever GI Bill. The article, G.I. Bill – Definition, Forever GI Bill & Benefits states that, “The bill also helped build America’s Middle class, although it left many minority veterans behind… decades since President Roosevelt signed the first GI Bill, yet it continues to empower and enable veterans and their families to reach their goals.”  This bill contradicts the 15-year limitation put into place by the Post-9/11 GI Bill and the benefits veterans got from that older bill. This Bill provides more benefits, like inputs a rehabilitation program to students across the country, helps veterans with educational counseling, and offers veterans who lost eligibility under the Post-9/11 GI Bill program. (G.I. Bill – Definition, Forever GI Bill & Benefits) 

Even though the original GI Bill that was signed into law in 1944 expired in 1956, it influenced other Bills to take its place and prosper today to still help the service members of the country today. There are still benefits for veterans, which did not end in the 1950’s, and still provide useful resources to live a healthy and educational life.  

Sources Cited: 

Glenn Altschuler, Stuart Blumin. The GI Bill : The New Deal for Veterans. Oxford University Press; 2009. Accessed March 29, 2023. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=273843&site=eds-live&scope=site 

Stella Suberman. The GI Bill Boys : A Memoir. Vol 1st ed. Univ Tennessee Press; 2012. Accessed March 29, 2023. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=471648&site=eds-live&scope=site 

Post-9/11 GI Bill (Chapter 33) | Veterans Affairs. (2023, March 9). Veterans Affairs https://www.va.gov/education/about-gi-bill-benefits/post-9-11/ 

G.I. Bill – Definition, Forever GI Bill & Benefits. (2019, June 7). History.com. https://www.history.com/topics/world-war-ii/gi-bill 

Servicemen’s Readjustment Act (1944). (2022, May 3). National Archives. https://www.archives.gov/milestone-documents/servicemens-readjustment-act