Call for Chapters: Veterans Experiencing Homelessness, Education Equity, and the Technology Gap: Left Behind
Call for Chapters: Veterans Experiencing Homelessness, Education Equity, and the Technology Gap: Left Behind
Editors
Anna P. Archer, National University, United States
Samira R. Galvao, National University, United States
Call for Chapters
Proposals Submission Deadline: August 5, 2026
Full Chapters Due: October 28, 2026
Submission Date: October 28, 2026
Introduction
Each year, thousands of U.S. military veterans separate from service only to encounter housing instability, barriers to completing an education, and a widening gap in technology access. These are rarely treated as connected problems, but Left Behind starts from the premise that they are: interlinking failures of the systems meant to support the transition to civilian life. Drawing on data science and technology, public policy, sociology, education research, and health sciences, this volume examines how these failures take shape and what evidence-based responses look like, tracing how housing, education, and technology barriers reinforce one another, and where coordinated intervention can break that cycle. Organized across five thematic parts, the volume moves from problem definition through data infrastructure, higher-ed and technology-based interventions, and community and institutional responses, to concrete policy recommendations. Throughout, it maintains an explicit equity lens, centering veteran populations disproportionately affected but underrepresented in existing scholarship: women veterans, LGBTQ+ veterans, racial and ethnic minority veterans, and immigrant veterans navigating credential and language barriers.
Objective
- Examine the intersecting crises of veteran homelessness, education inequity, and the technology gap through a multidisciplinary lens, drawing on data science and technology, public policy, sociology, education research, and health sciences.
- Provide a unified data science and technology, higher-education, and equity frameworks that integrate issues current scholarship treats in isolation (homelessness, underemployment, and technology access).
- Underrepresented veteran populations in existing literature: women veterans, LGBTQ+ veterans, racial and ethnic minority veterans, and immigrant veterans navigating credential and language barriers.
- Move from problem definition through data infrastructure, technology-based interventions, and community/institutional responses to concrete, evidence-based policy recommendations.
- Maintain an explicit equity lens throughout, modeling a standard for how the field discusses veterans experiencing homelessness.
Target Audience
Academic researchers in public policy, data science, education, sociology, social work, and health sciences; graduate and advanced undergraduate students in relevant disciplines; VA administrators, DoD policy staff, HUD officials, and federal and state policymakers; nonprofit and community-based organizations serving veteran populations; university veteran service programs and faculty in veteran-focused education; military and veteran advocacy organizations.
Recommended Topics
We are currently recruiting contributors for the following sections of the volume. Each section is self-contained; contributors should not assume cross-references to other chapters.
- AI and ML in Case Management for Veterans Experiencing Homelessness: AI tools for case worker support; automated triage; predictive resource allocation; current program examples. To show how AI-supported triage and resource allocation can extend the reach and effectiveness of case workers serving veterans experiencing homelessness.
- EdTech Solutions for Veteran Learners: LMS accessibility; adaptive learning platforms; online program design for nontraditional students; institutional adoption of EdTech for veteran students; faculty readiness; university-level implementation challenges. To evaluate which educational technologies and institutional adoption practices actually improve outcomes for nontraditional veteran students.
- Digital Literacy and Technology Access: Bridging basic tech access gaps before workforce entry; device and internet access; foundational skills training; public library as digital access point; information literacy and veteran populations. To address the foundational access and skills gaps, devices, connectivity, and basic digital literacy must be closed before any higher-level technology intervention can work for veterans.
- Higher Education's Role, Community & Institutional Responses: University veteran support centers; student veteran organizations; retention programs; institutional policy. To show how universities can build the institutional infrastructure, support centers, veteran organizations, retention programs, and policy that helps veteran students not just enroll, but stay, succeed, and remain connected to the resources that protect against housing instability.
- Psychological Impact of Military-to-Civilian Transition: Identity shift and loss of structure; belonging and isolation; psychological barriers to housing and education stability; adjustment disorders. To explain how identity disruption and loss of structure during transition create psychological vulnerability that can destabilize both housing and educational outcomes.
- Racial and Ethnic Minority Veterans: Intersecting Disparities: Compounding disadvantages; racial disparities in VA service access; cultural competency gaps; equity-centered interventions. To examine how racial and ethnic disparities compound the volume's core challenges, and to identify equity-centered interventions that address those compounding disadvantages directly.
- LGBTQ+ Veterans: Identity, Discrimination, and Barriers to Housing, Education, and Support Services: LGBTQ+ veteran identity and military service history; Don't Ask Don't Tell legacy and its ongoing impact; housing discrimination among LGBTQ+ veterans; campus climate and identity safety in higher ed; VA service gaps for LGBTQ+ veterans; intersectionality with race, gender, and immigration status. To document how identity-based discrimination and the legacy of Don't Ask Don't Tell continue to create housing, education, and service-access barriers unique to LGBTQ+ veterans.
- Mapping Veteran Data Ecosystems: VA, DoD, and HUD data systems; interoperability gaps; what data exists and what is missing; data sharing barriers. To inventory what veteran-related data exists across VA, DoD, and HUD systems, and expose the interoperability gaps that prevent coordinated, evidence-based responses.
Coding Bootcamps, Credentialing, and Workforce Pipelines: Community college and university bootcamp partnerships; stackable credentials; degree pathways; ROI data. To assess how bootcamp and stackable-credential pathways can close the technology divide for veterans more quickly than traditional degree routes, and what ROI data supports that case.
Faculty and Curriculum: Teaching Veterans in the Modern Classroom: Trauma-informed pedagogy; curriculum design for veteran learners; faculty training; classroom culture. To equip faculty with trauma-informed pedagogy and curriculum design practices that make classrooms genuinely accessible to veteran learners.
Authors are also welcome to propose additional topics that fall within the scope of the book.
Submission Procedure
Researchers and practitioners are invited to submit on or before August 5, 2026, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by August 19, 2026 about the status of their proposals and sent chapter guidelines.Full chapters of a minimum of 10,000 words (word count includes references and related readings) are expected to be submitted by October 28, 2026, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Veterans Experiencing Homelessness, Education Equity, and the Technology Gap: Left Behind. All manuscripts are accepted based on a double-anonymized peer review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
Publisher
This book is scheduled to be published by IGI Global Scientific Publishing, an international academic publisher of the "Information Science Reference", "Medical Information Science Reference", "Business Science Reference", and "Engineering Science Reference" imprints. IGI Global Scientific Publishing specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2027.
Indexing Information for Prospective Authors
IGI Global Scientific Publishing meets the criteria for inclusion in major indexing services such as Scopus; however, it is important to note that all indexing decisions are made independently by these services. IGI Global Scientific Publishing books are selectively indexed by the indexing organization after publication. Indexing cannot be guaranteed for any book prior to publication, and the indexing organization has complete control over the final selection and timeline.
Important Dates
August 5, 2026: Proposal Submission Deadline
August 19, 2026: Notification of Acceptance
October 28, 2026: Full Chapter Submission
December 9, 2026: Review Results Returned
January 6, 2027: Final Acceptance Notification
January 13, 2027: Final Chapter Submission
Inquiries
Anna P. Archer
National University
a.archer1909@student.nu.edu
Samira R. Galvao
National University
sgalvao@nu.edu
Classifications
Computer Science and Information Technology; Education; Government and Law; Social Sciences and Humanities
Anna P. Archer