Document Category: Research Study

Food Insecurity Among Community College Caregivers During the COVID-19 Pandemic (2024)

Objective: The purpose of this paper was to examine variables associated with food insecurity among community college caregivers during the COVID-19 pandemic. Methods: We used data from a multi-institutional survey of 15,051 caregivers enrolled at 130 community colleges in 42 states in fall 2020. We used a logistic regression
to examine whether demographic, academic, caregiving-related, financial, or COVID19-related variables were associated with caregivers’ food insecurity. Results: Over half (52%) of community college caregivers experienced food insecurity. Transgender caregivers, first-generation caregivers, and caregivers who were divorced or single, had multiple disabilities, were previously in foster care, and had a family that experienced trouble making ends meet growing up had significantly (p<.05) higher probabilities of experiencing food insecurity. Community college caregivers who used childcare and those with at least one child up to 12years old also had increased probabilities of experiencing food insecurity. Moreover, caregivers who felt childcare was not affordable and believed that they did not earn enough money to make employment worthwhile after paying for childcare expenses had higher probabilities of experiencing food insecurity, as did those who experienced housing insecurity and used Pell grants, student loans, and support from friends or family to pay for college. Losing a job, experiencing cuts to work hours or wages, employment as a frontline worker, and contracting COVID were associated with higher probabilities of food insecurity. Contributions: Community college caregivers experienced high rates of food insecurity during the pandemic and some caregivers were at greater risk of exacerbated probabilities of food insecurity. We advocate for targeted interventions, wraparound services, and increased advocacy for legislation to support student caregivers.

Prevalence of Food Insecurity and Associations with Academic Performance, Food Consumption and Social Support among University Students during the COVID-19 Pandemic: FINESCOP Project in Iceland (2024)

(1) Background: Food insecurity (FI) among university students has received less attention in Europe than in other regions before and during the COVID-19 pandemic. (2) Methods:
A cross-sectional study was conducted between January and March 2022 using an online questionnaire (n = 924). The questionnaire addressed food security status; demographic, socioeconomic, and
educational variables; academic performance; food consumption; and social support networks. The
validated Food Insecurity Experience Scale was used to measure food security. Binary logistic regressions adjusted by age and gender were applied to identify FI-related factors. (3) Results: Just over
17% of the students were living with some level of FI, nearly one in three students reported having
consumed few kinds of food, and 3.9% spent an entire day without eating due to a lack of resources.
Food insecurity was associated with a higher likelihood of negative academic performance, decreased
food consumption, and a lower likelihood of having a large support network, when compared to
food-secure respondents. (4) Conclusions: The findings suggest that FI negatively impacts students’
academic performance and food consumption. Future public health programs should be prioritized
to prevent students from experiencing hunger due to financial or resource constraints.

Systematic investigation of inadequate food access at a large southeastern land grant university (2024)

Over the past decade, the impact of low food security on student well-being and academic
performance has become a growing concern at institutions of higher education across the
U.S. This mixed methods study adds to the growing body of evidence on the association
between student socio-demographic and economic characteristics and food security. An
online survey covering food access, student well-being, and housing security was sent to
35,337 undergraduate and graduate students at a large southeastern land grant university.
A total of 2,116 complete responses were received; a 6% response rate. The survey
responses also included 176 written statements by students. The survey found that 16% of
both undergraduate and graduate students had low or very low food security, as defined by
a modified USDA food security measure. The socio-demographic and economic characteristics that were linked to a higher likelihood of low food security included: having a GPA of
less than 3.0, having a disability, being an international student, being a first-generation student, being a transfer student, going into debt to pay for food, being a Black or African American student, having poor mental health, having uncertain living arrangements, and having
no medical insurance. Recommendations for enhancing student access to food, housing,
and mental health services are discussed.

Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth (2021)

Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely to enroll in four-year postsecondary institutions than were non-adopted youth.

Parenting Students and Indicators of Financial Stability, Health, and Academic Success: Findings from a Population-Based Sample of Public Urban University Students (2024)

Parenting students constitute a significant portion of the college population, with 22% of undergraduate students nationwide managing the dual responsibilities of parenthood and education. Single-parenting students face disproportionate challenges to achieving academic success. This study examines the health, financial, and academic aspects of parenting students attending a large, urban public university, specifically comparing single parents to their married or cohabiting counterparts and non-parenting students in New York City. We collected data from 2104 participants, including 142 single parents and 119 married or cohabiting parents, through a cross-sectional survey. Using adjusted regression models, we evaluated the associations between parenting status and financial, health, and academic factors. Our findings reveal that, in comparison to non-parents, single parents are significantly more likely to carry debt (adjusted odds ratio [aOR] 1.81), rely on food assistance (aOR 5.03), and achieve slightly lower GPAs (β − 0.11). Single parents also work more hours (aOR 1.66) and have an increased likelihood of facing debt (aOR 2.66), housing difficulties (aOR 2.80), food insecurity (aOR 2.21), and lower GPAs (β − 0.22) compared to their married or cohabiting peers. The disaggregation of single and married or cohabiting parents reveals significant disparities, emphasizing the vulnerability of single-parenting students in higher education. Targeted interventions addressing issues like food security and housing are essential to support the academic success of single parents.

Impact of food security on coping strategies: a comparison of high school and college perceptions (2024)

Objective: To examine coping strategies in relation to student experience of food insecurity during
the transitionary period from high school to college.
Participants: Freshmen undergraduates (n=231) enrolled in one of two public universities during
December of 2021, living in traditional student housing.
Methods: Participants were emailed a link to a USDA 6-item food insecurity and coping strategies
survey to investigate if students’ degree of food insecurity correlates to coping strategies used.
Questions were answered about experiences as a high school senior and college freshman. Data
was analyzed with group comparison tests.
Results: Food insecurity rates approximately doubled from students’ high school experience to
college. Students with lower food security during both their high school and college experience
were significantly more likely to practice coping strategies.
Conclusion: Improving education on utilization of available resources may help students obtain
adequate nutrition, decreasing their need to rely on coping strategies.

Characteristics associated with changes in food security status among college students during the COVID-19 pandemic (2020)

The prevalence of food insecurity in the USA has increased
since the start of the COVID-19 pandemic; however, past
studies have not examined how the food security status of
college students has been impacted. The purpose of this study
was to examine changes in the prevalence of food insecurity;
determine the proportion of students experiencing a change
in food security status; and identify characteristics associated
with changes in food security status from before to during
the COVID-19 pandemic among a sample of college students.
We administered a cross-sectional online survey to students
from a large public university in the Southeastern USA. The
10-item U.S. Adult Food Security Module was used to assess
food security status during the spring 2020 semester both
before and during the COVID-19 pandemic, and students
self-reported a variety of individual characteristics. The overall
prevalence of food insecurity increased by approximately
one-third during the spring 2020 semester from before
to during the COVID-19 pandemic. When examining the
types of changes in food security status experienced by
students, 12% improved, 68% stayed the same, and 20%
worsened. A variety of characteristics were associated with an
improvement or worsening of food security status category
from before to during the pandemic. Similar to what is seen in
other reports, we found that the overall proportion of college
students in our sample experiencing food insecurity increased
during the COVID-19 pandemic; however, some students
showed improvements in food security status. Approaches for
addressing food insecurity during and beyond the pandemic are
needed.

Gender, sexuality, and food access: An exploration of food security with LGBTQIA2S+ university students (2024)

Although research has been limited to date, food insecurity in the United States has been shown to be more pervasive among the lesbian, gay, bisexual, transgender, queer, questioning, intersex, agender, asexual, and Two-Spirit (LGBTQIA2S+) community, affecting millions annually. College and university students also experience statistically significantly higher rates of food insecurity than nonstudents. This research examines food insecurity at the intersection of the LGBTQIA2S+ community and the university and college student population, as told by the community itself. A qualitative, participatory approach and methods of Photovoice and semi-structured interviews with eight self-identified LGBTQIA2S+ university students studying at the University of North Carolina at Greensboro (UNCG) were used to explore the factors influencing participants’ food access. Data were analyzed using thematic decomposition analysis guided by intersectionality and queer theories. LGBTQIA2S+ identities were found to significantly impact food access, which was further influenced by physical, socio-cultural, and political environments. Barriers to food access include experiences with discrimination on and off campus, poor support systems, a lack of full-selection grocery stores on or near campus, religious influences, the stigma associated with needing food
assistance, mental and physical health conditions, financial constraints, time limitations, and lacking transportation options. Understanding the intersectionality of LGBTQIA2S+ students’ experiences and providing relevant and effective support is needed to improve equitable access to nutritious and affordable foods. The findings of this research provide novel insights into food insecurity, an issue that is increasingly influencing the health and wellbeing of LGBTQIA2S+ university students

Three-Year Outcomes for Low-Income Parents of Young Children in a Two-Generation Education Program (2023)

Increasingly, parents of young children need postsecondary credentials to compete in the labor market and meet basic family needs. This study uses a quasi-experimental design to examine the effects of CareerAdvance, a two-generation education intervention that offers postsecondary career training in healthcare for parents paired with Head Start for children. Overall, we find that CareerAdvance promotes low-income parents’ educational advancement during the first three years after program entry, with weaker evidence of benefits to career progress and psychological wellbeing, and no evidence of economic gains. The two-generation program promotes greater educational and career advancement among parents without postsecondary credentials at baseline, than for parents who began the program with postsecondary credentials. In contrast, exploratory analyses suggest that parents entering the program with postsecondary credentials experienced benefits to some individual makers of economic and psychological wellbeing within three years.

Improving the education and wellbeing of student parents (2024)

Student parents, who make up approximately four million US undergraduates, are highly motivated to succeed in school but often face barriers to educational success due to logistical and financial constraints as well as mental health stressors. This randomized control trial examined the effectiveness of an education program centered in an adult workforce agency that was specifically designed to meet the needs of student parents and their families. Family-centered supportive services included coordinated parent-child schedules and childcare in addition to peer cohorts led by coaches, tuition-free courses, and additional financial assistance. Two hundred seventy-seven parents responded to online survey questions about their education and career, well-being, and parenting at baseline and approximately 1 year later (treatment n = 191, control n = 86). The racially and ethnically diverse pool of parents consisted mostly of low-income mothers aged 29 years on average who had a high school diploma or completed a General Educational Development (GED) program. After 1 year, parents in the education program were more likely to obtain at least a certificate or associate degree compared to control parents. These findings suggest that a family-focused approach is key to improving the educational success of student parents.