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Ending Food Insecurity in the California Community Colleges
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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.
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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
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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
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cceal.org
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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).
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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).
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Getting Back to the “Basics’
Student Outcomes
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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
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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
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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
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Percentage of students with housing and food insecurities
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Housing Insecurities Percentage of students by race and gender, CCSM 2016
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Housing Insecurities Percentage of students by race and gender, CCSM 2016
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Housing Insecurities Percentage of students by race and gender, reporting “stressful” “very stressful” CCSM 2016
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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.
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Food Insecurities Percentage of students by race and gender, CCSM 2016
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Food Insecurities Percentage of students by race and gender, CCSM 2016
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Food Insecurities Percentage of students by race and gender, reporting “stressful” “very stressful” CCSM 2016
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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%
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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.
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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.
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Multiple Insecurities – Study 2
Percentage of men of color experiencing food insecurity with at least three other stressors
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Key differences between those with and without acute food insecurity
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Background Characteristics – Study 2
Men with acute food insecurity in comparison to their peers
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Background Characteristics – Study 2
Women with acute food insecurity in comparison to their peers
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On Track to Achieve Goal – Study 2
Food insecurity among men by race, CCSM 2016
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On Track to Achieve Goal – Study 2
Food insecurity among women by race, CCSM 2016
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Percentage of students with food insecurity in developmental education
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Percent higher representation in developmental education
between food insecure and food secure URMOC – Study 2
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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
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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
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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
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Five Areas of Focus Awareness Reducing Costs Organized Strategy
Consensus Group Recommendations Awareness Reducing Costs Organized Strategy Campus Interventions Financial Aid
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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.
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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.
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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)
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Ending Food Insecurity in the California Community Colleges
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