Ending Food Insecurity in the California - PowerPoint Presentation

Ending Food Insecurity in the California Community Colleges

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.

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 colleges10 states, 84,549 students IAP 170 colleges40 states, 7,429 instructional faculty 70 colleges15 states, 3,122 staff 45 colleges24 states

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 collegesConsensus focus groupsCollective 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 groups10 collegesCA, 102 faculty 32 collegesCA & MN, 240 faculty/staff52 consensus groups14 colleges12 states, 78 educators

c ceal.org

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). Background - National landscape

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).

Getting Back to the “Basics’ Student Outcomes

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

Student Success * Persistence * Achievement * Attainment * Transfer * Goal Accomplishment *Labor Market Academic Domain Faculty-Student Interaction Academic Service Use Commitment to Course of Study 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 Background/ Defining Factors Age Time Status Veteran Status Primary Language Citizenship Status [Dis]ability Environmental Domain Mediators ( Finances) (Transportation) Commitments ( Dependents) (Employment) Stressful Life Events Non-Cognitive Domain Intrapersonal (Self-Efficacy) ( Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) Identity ( Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Inputs Socio-Ecological Domains Outcomes Socio-Ecological Outcomes (SEO) Model Structural Domain Training infrastructure Built environment Staffing patterns Equity resourcing

Methods STUDY 13,647 from California colleges Seven colleges Used the revised stressful life events scales Data analysisDescriptive statisticsAnalysis of covarianceSTUDY 26,520 from California, Maryland, and WisconsinSeven collegesUsed the revised stressful life events scalesData analysisDescriptive statisticsAnalysis of covarianceSTUDY 34,787 from CaliforniaFive colleges Used the revised stressful life events scalesData analysis Descriptive statistics Analysis of covariance Logistic regression

Percentage of students with housing and food insecurities 9

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

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

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

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.

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

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

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

Food Insecurities Food insecurities by special populations, CCSM 2018 Heterosexual Gay/Lesbian BisexualPansexualNon-Conforming 10.0% 15.2% 19.7% 21.0%21.0% MaleFemale Transgender Non-Conforming 15.4% 8.7%21.7%31.1% Sexual orientation 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%

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.

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.

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

Key differences between those with and without acute food insecurity

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

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

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

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

Percentage of students with food insecurity in developmental education 17

Percent higher representation in developmental educationb etween food insecure and food secure URMOC – Study 2

Food Insecurity Comparisons Significant differences between students with food insecurities in comparison to students without food insecurities across CCSM scales, CCSM 2016 Action Control Self-Efficacy Degree UtilityLocus of ControlIntrinsic InterestService AccessService Efficacy

Food Insecurity Comparisons Significant differences between students with food insecurities in comparison to students without food insecurities across CCSM scales, CCSM 2016 Action Control Self-Efficacy Degree UtilityLocus of ControlIntrinsic InterestService AccessService Efficacy

Predictors Engagement Personal Relationships Food Insecurities Service Use Staff Validation Faculty Validation Welcome (outside)

Five Areas of Focus Consensus Group Recommendations Awareness Reducing Costs Organized StrategyCampus InterventionsFinancial Aid

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. 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. 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)Supporting Students Experiencing Insecurities

Ending Food Insecurity in the California Community Colleges