Nontraditional Students’ Experiences With Food Insecurity: A Qualitative Study of Undergraduate Students

Abstract

As higher education continues to see a changing student population, there is clear evidence that food insecurity is a real concern on college campuses. The need to increase food availability and access on campuses is critical to the retention and educational experiences of students. Eight students participated in interviews about their experience with food insecurity. This study also examined the lived experiences of students who encountered food insecurity. From the analysis of interviews, 15 sub-themes emerged, organized into four broad themes. The first three themes offer the voices of students who expressed the physiological, psychological, and academic impacts of food insecurity. The final section shares the coping strategies and consequent difficulties of food insecurity as these students manage their food situations. Sub-themes included coping strategies, physical and mental strain, compounded financial challenges, stigma, campus support, commitment toward degree completion, adverse academic implications, high food costs, and the feeling of isolation or lack of socializing. An important recommendation drawn from these findings is for higher education institutions to consider establishing a variety of food relief initiatives that address the issue of student hunger, especially for nontraditional student learners, and to challenge policies preventing students from getting the support they need.

Keywords:

• Food insecurity
• nontraditional student
• higher education

Data Availability Statement

Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data are not available.

Additional information

Notes on contributors

Maria Beam

Maria Beam is faculty and director of Oakland University’s Social Work program. Her research examines food insecurity on college campus and aims to address the issue through policy and practice. She hold a MSW and a PhD in Education Leadership.