Trade-Offs Faced by 2-and 4-Year College Students Experiencing Food Insecurity: An Analysis of Qualitative Data

PURPOSE

To understand the trade-offs, defined as compromises or decisions students must make to prioritize one important need over another, as a result of economic constraints, food insecure (FI) college students experience and the perceived impact of these challenges on health, well-being, and academic achievement.

DESIGN

8 Semi-structured focus groups.

SETTING

Seven 2- and 4-year Minnesota colleges.

PARTICIPANTS

53 students initially screening positive for FI.

METHOD

The focus groups were audio-recorded and transcribed verbatim. Thematic analysis, a systematic approach for identifying and analyzing patterns across qualitative data, was used through four analysis phases to identify themes and categories.

RESULTS

We identified five themes within trade-offs: sacrificing food, missing out on relationships, sacrificing academic studies, choosing between basic needs, and maintaining physical and mental well-being. The trade-offs students described were multifaceted, caused notable stress and worry, and presented challenges to students' well-being.

CONCLUSION

This study provides evidence on the complexities of FI among students and details on what students may be sacrificing as a result of making trade-offs. Understanding the trade-offs students are experiencing can help college staff to prioritize which issues to focus on to improve student health and academic performance.

STEM Stories: Fostering STEM Persistence for Underrepresented Minority (URM) Students Attending Predominantly White Institutions

Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to understand the multifaceted experiences and needs of Underrepresented Minority (URM) college students as they navigate STEM environments and career choices. Utilizing social cognitive career theory (SCCT), this qualitative, multi-institutional study explored the varied experiences and barriers that 44 URM STEM students negotiated at two Predominantly White Institutions (PWIs). Implications for practice, research, and policy focus on interventions aimed at increasing persistence and fostering STEM career decision-making. Keywords: STEM, underrepresented minority students, career exploration, student-faculty relationships, mentoring

Food Insecurity Among College Students: An Analysis of US State Legislation Through 2020

Many US college students experience food insecurity (FI). Given most students are excluded from receiving federal nutrition assistance, additional efforts are needed to alleviate student FI. This perspective discusses proposed and enacted state statutes, resolutions, and bills addressing college FI to date, which range in depth, breadth, and success. Overall, states have demonstrated their promising role in addressing FI; however, college FI promises to be a continuing challenge, particularly given continued widespread unemployment that began with the onset of coronavirus disease 2019 and the global struggle for economic recovery.

Addressing College Food Insecurity: An Assessment of Federal Legislation Before and During Coronavirus Disease-2019

Research conducted before coronavirus disease-2019 illustrated high rates of food insecurity among college students. The pandemic has likely increased student food insecurity because of factors like unemployment and closure of campus resources, and many students cannot access federal food assistance because of long-standing student restrictions. This perspective reviews federal legislation on college food insecurity introduced in the 116th legislative session (2019-2020) immediately before coronavirus disease-2019 in the US, as well as pandemic-related stimulus bills and their implications for future policies and practice. Food insecurity promises to become more pressing as colleges try to reopen and the country grapples with economic recovery.

A Call for Career Educators to Recommit to Serving First-Generation and Immigrant College Students: Introduction to Special Issue

The purpose of this article is to introduce the special issue on supporting first-generation (FG) and immigrant college students. Just as Parsons and other progressive leaders of the 20th century supported marginalized populations, we echo the call for career development educators to assume the mantle of advocating for equity and social justice causes. All articles in this special issue address these principles focused on supporting FG and/or immigrant college students. An overview and summary of the main articles in the issue are highlighted.

Experiences of Foreign-Born Immigrant, Undergraduate Women at a U.S. Institution and Influences on Career–Life Planning

This qualitative study explores the career–life experiences of foreign-born immigrant women pursuing undergraduate degrees. Two conceptual frameworks guided this study: life role salience and systems theory framework. We interviewed 18 women studying at a regional comprehensive university in the Pacific Northwest region of the United States. Two categories emerged from our analysis, which used constructivist grounded theory methods: (a) managing multiple roles, expectations, and options and (b) mediating the contexts that influence career–life decisions. Each category is organized by two subcategories. Our findings led to two theoretical propositions as well as suggestions for career development practitioners and implications for practice, policy, and research.

Returning to Our Roots

This introductory article to the special issue on immigrants and work provides a historical context of the career development profession. Beginning with Parsons and the early reformers of the 1900s, the authors contend that the field was founded on principles of social justice and multiculturalism with an aim toward societal change. Just as helping professionals assisted the new immigrants of the previous century, there is a need and opportunity to be of service to the immigrants of the 21st century. Unique career-related issues for immigrant clients are discussed. An overview of the six pieces in this volume is briefly described along with common themes.

The Meaning of Work for Black African Immigrant Adult College Students

The purpose of this study is to explore the meaning of work for Black, sub-Saharan African immigrant adult students pursuing a 4-year college degree. Career development practitioners are in a unique position to help these students make significant life-career decisions. Seven students enrolled at an urban university located in the Midwest were interviewed. Emphasis was placed on sociocultural, historical, political, and other contextual factors that affected life-work choices. Work was viewed holistically as a combination of both paid and unpaid roles. Work narratives were collected and interpreted using Gadamerian hermeneutics grounded in a constructivism paradigm. An analysis of narrative approach was used. Three main findings emerged as themes: Meaning of work was shaped by contextual factors; work experiences were closely connected to family and community; and students’ identities and work roles evolved over time. Theoretical implications and practical strategies for career counselors, with a focus on social justice, are discussed.

Truth or consequences: dishonesty in dating and HIV/AIDS-related issues in a college-age population

This article examines the issue of dishonesty in dating among college students as it relates to the HIV/AIDS epidemic in the United States. The authors surveyed 171 under-graduates at a large midwestern university in January 1991. They conducted an analysis by gender and found significant differences in responses of male and female students. Of those students involved in monogamous relationships, 36% of the men and 21% of the women reported being sexually unfaithful to their current partner or to any of their previous partners. A greater percentage of women than of men inquired about past sexual histories before engaging in sexual activity. In addition, men admitted they had lied to their sexual partner or partners more often than did women. Because a large portion of HIV/AIDS and STD education involves teaching students to inquire about previous sexual histories, the results of this study should influence the direction and content of behaviorally focused educational programs. The authors also address implications for health educators and clinicians.