1. Ending Food Insecurity in the California Community Colleges

2. Our Laboratory
The Community College Equity Assessment Laboratory (CCEAL) is a national research and practice lab that partners with community colleges to support their capacity in advancing outcomes for students who have been historically underserved in education, particularly students of color.
CCEAL houses the Minority Male Community College Collaborative (M2C3).
CCEAL was developed to advance three objectives:
Research - to conduct and disseminate empirical research on the experiences of historically underserved students in community colleges;
Training - to provide training that improves practices and research relevant to students of color in community colleges; and
Assessment - to use assessment and evaluation to facilitate capacity-building within community colleges.

3. 40 states, 7,429 instructional faculty
Quantitative Assessment
Community College Success Measure (CCSM)
for identifying factors influencing the success of underserved students 
CC Instructional Development Inventory (CCIDI)
to inform professional development programming for instructional faculty 
CC Staff Development Inventory (CCSDI)
for determining an institution's readiness to support underserved students
Male Program Assessment for College Excellence (MPACE)
for examining the efficacy of programs serving college men of color
105 colleges
10 states, 84,549 students
170 colleges
40 states, 7,429 instructional faculty
IAP
70 colleges
15 states, 3,122 staff
45 colleges
24 states

4. CA, 252 students, 50 focus groups
Qualitative Assessment
Student focus groups
Examining students’ perceptions of factors influencing success in community college
Faculty interviews
Examining perceptions of factors that are effective in educating students of color in community colleges
Consensus focus groups
Collective sensemaking approach for identifying root challenges facing students in community colleges from an equity-based perspective
Narratives of success
Narratives from educators with a documented record of success in teaching and supporting underserved students of color
10 colleges
CA, 252 students, 50 focus groups
10 colleges
CA, 102 faculty
32 colleges
CA & MN, 240 faculty/staff
52 consensus groups
14 colleges
12 states, 78 educators

5. cceal.org

6. Background - National landscape
Food insecurities - approximately 14.5% of U.S. households experience some form of food insecurity (USDA, 2013).
Increasing awareness among educators about severe issues of food and housing insecurities in college and university settings (Goldrick-Rab, Broton, & Eisenberg, 2015).
National survey demonstrated 56% of community college students in the sample have annual household incomes of $20,000 or less (CCSM, 2016).
Students of color were significantly more likely than their White counterparts to experience food insecurity (Martinez, Brown, & Richie, 2016).

7. Guiding Definitions
Housing insecurity refers to having an unstable place of living (i.e., a lack of fixed or permanent residence). This can include a wide array of challenges including homelessness, couch-surfing, sleeping in cars and closets, frequent moves etc.
Food insecurity is the limited or uncertain availability of nutritionally adequate and safe foods or limited or uncertain ability to acquire acceptable foods in socially acceptable ways. (USDA, n.d.)
Acute food insecurity refers to having an unstable source of food (i.e., not knowing where one’s next meal will come from) leading to the threat of hunger. (CCEAL, n.d.)
Hunger is the “uneasy or painful sensation caused by a lack of food, the recurrent and involuntary lack of food. Hunger may produce malnutrition over time Hunger… is a potential, although not necessary, consequence of food insecurity” (Anderson, 1990, pp. 1575, 1576).

8. Getting Back to the “Basics’
Student Outcomes

9. Socio-Ecological Outcomes (SEO) Model Background/ Defining Factors
Inputs
Socio-Ecological Domains
Outcomes
Non-Cognitive Domain
Academic Domain
Background/ Defining Factors
Environmental Domain
Student Success
Societal Factors
Campus Ethos Domain
Structural Domain

10. Socio-Ecological Outcomes (SEO) Model Background/ Defining Factors
Inputs
Socio-Ecological Domains
Outcomes
Non-Cognitive Domain
Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest)
Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual)
Background/ Defining Factors
Age
Time Status
Veteran Status
Primary Language
Citizenship Status
[Dis]ability
Academic Domain
Faculty-Student Interaction
Academic Service Use
Commitment to Course of Study
Environmental Domain
Mediators (Finances) (Transportation)
Commitments (Dependents) (Employment)
Stressful Life Events
Student Success
* Persistence * Achievement
* Attainment * Transfer * Goal Accomplishment *Labor Market
Campus Ethos Domain
Sense of Belonging (Student-Student) (Student-Faculty) (Student-Student Service)
Campus Racial/Gender Climate
Welcomeness to Engage
Internal Validating Agents (Faculty) (Staff)
Personal Relationships
Societal Factors
Stereotypes
Criminalization
Economic Conditions
Mass Incarceration
Capital Identity Projection
Structural Domain
Training infrastructure
Built environment
Staffing patterns
Equity resourcing

11. Methods STUDY 1 3,647 from California colleges Seven colleges
Used the revised stressful life events scales
Data analysis
Descriptive statistics
Analysis of covariance
STUDY 2
6,520 from California, Maryland, and Wisconsin
Seven colleges
Used the revised stressful life events scales
Data analysis
Descriptive statistics
Analysis of covariance
STUDY 3
4,787 from California
Five colleges
Used the revised stressful life events scales
Data analysis
Descriptive statistics
Analysis of covariance
Logistic regression

12. Percentage of students with housing and food insecurities9

13. Housing Insecurities
Percentage of students by race and gender, CCSM 2016

14. Housing Insecurities
Percentage of students by race and gender, CCSM 2016

15. Housing Insecurities
Percentage of students by race and gender, reporting “stressful” “very stressful” CCSM 2016

16. Housing Insecurities
I have battled homelessness since I was 15. And I was homeless for 2 years prior to moving out here, like just staying at my grandpa's house and he didn't want us there. And trying to stay at my aunt's house and friends’ houses. And things like that. So when I moved out here my friend took me in. He was like, “you know what, come out here, come to school.” So till a month ago I lived on his couch.

17. Food Insecurities
Percentage of students by race and gender, CCSM 2016

18. Food Insecurities
Percentage of students by race and gender, CCSM 2016

19. Food Insecurities
Percentage of students by race and gender, reporting “stressful” “very stressful” CCSM 2016

20. Food Insecurities Food insecurities by special populations, CCSM 2018
Sexual orientation
Heterosexual
Gay/Lesbian
Bisexual
Pansexual
Non-Conforming
10.0%
15.2%
19.7%
21.0%
Male
Female
Transgender
Non-Conforming
15.4%
8.7%
21.7%
31.1%
Gender identity
Non-Athlete
Student Athletes
SA-White
SA-Asian
10.9%
18.2%
8.7%
5.6%
Student athletes
SA-Black
SA-Latinx
SA-Multiethnic
24.2%
19.7%
29.6%

21. Food Insecurities
I tend to not worry about myself as far as eating goes. I make sure that my son has enough, more than myself. So at the beginning of the semester usually money is very tight. I don’t know how the rent is gonna get paid but I would rather eat.

22. Food Insecurities
I go to campus events and get free food to bring back to the [student veterans] lounge or faculty will give me food to bring back to the lounge. Because some of us are struggling without nothing.
My family is living here with me, and our diet isn't really, very cost effective. We buy a whole lot of rice, so we never really run out of food because we always have rice and at least a vegetable.

23. Multiple Insecurities – Study 2
Percentage of men of color experiencing food insecurity with at least three other stressors

24. Key differences between those with and without acute food insecurity

25. Background Characteristics – Study 2
Men with acute food insecurity in comparison to their peers

26. Background Characteristics – Study 2
Women with acute food insecurity in comparison to their peers

27. On Track to Achieve Goal – Study 2
Food insecurity among men by race, CCSM 2016

28. On Track to Achieve Goal – Study 2
Food insecurity among women by race, CCSM 2016

29. Percentage of students with food insecurity in developmental education17

30. Percent higher representation in developmental education
between food insecure and food secure URMOC – Study 2

31. Food Insecurity Comparisons
Significant differences between students with food insecurities in comparison to students without food insecurities across CCSM scales, CCSM 2016
Staff Validation
Service Use
Breadwinner *
Help-Seeking*
Equal Domain*
Faculty Belonging
Welcome (inside)
Welcome (outside)
Action Control
Self-Efficacy
Degree Utility
Locus of Control
Intrinsic Interest
Service Access
Service Efficacy

32. Food Insecurity Comparisons
Significant differences between students with food insecurities in comparison to students without food insecurities across CCSM scales, CCSM 2016
Staff Validation
Service Use
Breadwinner *
Help-Seeking*
Equal Domain*
Faculty Belonging
Welcome (inside)
Welcome (outside)
Action Control
Self-Efficacy
Degree Utility
Locus of Control
Intrinsic Interest
Service Access
Service Efficacy

33. Predictors Engagement
Faculty Student Engagement
Academic Matters Inside of Class
Academic Matters Outside of Class
Course Grades
Non-Academic Matters
Personal Relationships
Service Use
Staff Validation
Faculty Validation
Welcome (outside)
Food Insecurities

34. Five Areas of Focus Awareness Reducing Costs Organized Strategy
Consensus Group Recommendations
Awareness
Reducing Costs
Organized Strategy
Campus Interventions
Financial Aid

35. Supporting Students Experiencing Insecurities
Have readily accessible baskets full of snacks (e.g., raisons, apples) located in student services and convenient locations across campus.
Streamline information and processes to improve access to institutional, state, and federal financial aid resources for students with special circumstances.
Contract with shuttle services and transportation agencies to reduce or eliminate cost of commuting to and from campus.
Establish a campus food pantry and reduce the stigma of help-seeking by instituting a policy that students can take food for themselves or someone they believe is in need.

36. Supporting Students Experiencing Insecurities
Expand food pantry services to also include free second hand clothing.
Operate financial aid advising using a financial counseling model that learns about students’ needs and connects them with community resources to address their needs.
Make vouchers for campus resources (e.g., bookstore, cafeteria) available to reduce or eliminate purchasing costs.
Provide space on campus to community organizations (e.g., faith-based, business, county/city, non-profit) that provide resources to individuals experiencing challenges meeting basic needs.

37. Supporting Students Experiencing Insecurities
Partner with student leaders (e.g., club/organization, student government) to raise awareness of insecurities with campus educators and the board by sharing stories.
Engage strategic interventions that engage both academic and student services.
Employ open education resources (OER) to reduce costs that influence insecurity.
Have an organized intervention plan that accounts for the multiplicity of insecurities (i.e., a comprehensive approach)

38. Ending Food Insecurity in the California Community Colleges