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“Creating Better Citizens?” Investigating U.S. Marine Corps Basic Training’S Didactic Aspirations, Pedagogical Strategies and Their Implications for Citizenship

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“Creating Better Citizens?” Investigating U.S. Marine Corps Basic Training’S Didactic Aspirations, Pedagogical Strategies and Their Implications for Citizenship “Creating Better Citizens?” Investigating U.S. Marine Corps Basic Training’s Didactic Aspirations, Pedagogical Strategies and their Implications for Citizenship. Eric Brandon Hodges Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Planning, Governance and Globalization Max O. Stephenson, Jr. Committee Chair James M. Dubinsky Karen M. Hult Bruce E. Pencek March 24, 2014 Blacksburg, Virginia Keywords: civic engagement, civic education, U.S. Marine Corps basic training, veterans, leadership development Copyright © 2014 by Eric B. Hodges “Creating Better Citizens?” Investigating U.S. Marine Corps Basic Training Didactic Aspirations, Pedagogical Strategies and their Implications for Citizenship Eric Brandon Hodges ABSTRACT Yonkman and Bridgeland (2009) and Nesbit (2011) have each offered studies in recent years in which military veterans reported possessing skills and values that facilitate civic engagement. I investigated these claims by exploring basic training in one branch of the United States (U.S.) military, the Marine Corps. I conducted semi-structured, in-depth interviews with 10 enlisted Marine Corps veterans and 7 drill instructors to ascertain their perceptions regarding the didactic aspirations and pedagogies of their service’s basic training related to skills and values development. I utilized a civic capacities model developed by Verba, Schlozman, and Brady (1995) and Kirlin (2003) to examine whether Marines’ entry training could be classified as civic in character. According to this study’s participants, Marine Corps Basic Training did teach skills and values that qualify as civic dispositions. I also explored several pedagogical strategies utilized by the Marines, such as learning communities, role modeling, narrative pedagogy and the use of a capstone exercise, which could be applied by civic educators. Topics for future research of the sort undertaken here include both national and international comparative studies of entry-level military training, the effects of combat on veterans’ civic dispositions and whether and how community involvement can aid in veterans’ transitions to civilian life. Dedication To my soon to be wife, Jessica Broaddus, for her endless encouragement and patience throughout this project. And also to the U.S. Marine Corps and its veterans, for their faithful service to the United States and willingness to participate in this study. Semper Fidelis “The health of a democratic society may be measured by the quality of functions performed by private citizens.” - - Alexis de Tocqueville, Democracy in America “There was always talk of esprit de corps, of being gung ho, and that must have been a part of it. Better, tougher training, more marksmanship on the firing range, the instant obedience to orders seared into men in boot camp.” - - James Brady, columnist, novelist, press secretary to President Ronald Reagan, television personality and U.S. Marine iii Acknowledgements I would like to thank, first and foremost, my dissertation advisor, Max Stephenson, Jr. for his tireless efforts to help me design and implement this project. This study would not have been possible without his guidance and patience. I would also like to thank Jim Dubinsky, a member of my Ph.D. committee, and a friend, for his support and mentorship throughout the doctoral program. Similarly, I want to thank Karen Hult, another doctoral committee member, for her expertise and passion in helping graduate students. Karen, I’m sorry for adding pages to your already overflowing desk! Bruce Pencek, the newest addition to my committee, untiringly met with me to discuss ideas for the dissertation and served as a consistent source of inspiration for this work and beyond. Thanks, Bruce. Finally, I would like to thank Karen DePauw, Vice President of Virginia Tech and Dean of the Graduate School, for encouraging me to undertake a doctoral program and also for suggesting Max as an advisor. Her advice was flawless in both instances. The Virginia Tech Graduate School would be a far lesser place without her leadership. These five individuals consistently inspire me to improve myself and serve for me as beacons of light in a sometimes cynical world. iv Table of Contents Chapter 1 1 Introduction 1 Purpose of the Study ............................................................................................................................ 4 Significance of the Inquiry ................................................................................................................. 6 Table 1: Stages and Factors Relevant for Political Participation in the Civic Voluntarism Model ................................................................................................................................................................... 8 Table 2: Typology of Civic Skills provided by Military Training .............................................. 12 Research Concepts............................................................................................................................. 14 Veteran ............................................................................................................................................................ 14 Civic Engagement ........................................................................................................................................ 15 Study Limitations .............................................................................................................................. 16 Dissertation Outline .......................................................................................................................... 18 Chapter 2 19 Research Design and Methods 19 Research Design ................................................................................................................................. 19 Interpretive Paradigm ...................................................................................................................... 20 Sampling .............................................................................................................................................. 21 Figure 1: Drill Instructor Demographic Information ................................................................... 26 Figure 2: Marine Veterans’ Demographic Information ............................................................... 28 Setting ................................................................................................................................................... 28 Role of the Researcher ...................................................................................................................... 29 Validity ................................................................................................................................................. 30 Reliability ............................................................................................................................................. 30 Generalizability .................................................................................................................................. 31 Research Ethics .................................................................................................................................. 32 Research Methods ............................................................................................................................. 32 Data Collection ................................................................................................................................... 34 Table 3: Research Timeline ..................................................................................................................... 36 Data Explication ................................................................................................................................. 37 Chapter 3 42 The Political and Social Implications of Civic Engagement 42 Political and Social Implications of Civic Engagement ............................................................ 43 Social Capital Theory ................................................................................................................................. 47 Historical‐Institutional Perspective .................................................................................................... 50 Rational Choice Theory ............................................................................................................................. 52 The Importance of Civic Education .............................................................................................. 54 Military Training as a form of Civic Education ......................................................................... 57 Chapter 4 63 U.S. Marine Corps Culture and Basic Training 63 U.S. Marine Corps Basic Training ................................................................................................ 63 Graduation ..................................................................................................................................................... 79 Marine Corps Culture ...................................................................................................................... 82 The Crucible ......................................................................................................................................
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