Award Winner for Volume 13
“Is It Worth It”: The Lived Experience of Food Insecurity among College Students at a Midwestern University System
Food insecurity exists on college campuses among college students. The purpose of this study is to gain a better understanding of how college students experience food insecurity. A phenomenology-based study was conducted to explore the lived experiences of food insecurity among students at the University of Nebraska (NU) system campuses, namely, the University of Nebraska—Lincoln (UNL), the University of Nebraska at Omaha (UNO), and the University of Nebraska at Kearney (UNK). In-depth interviews with twenty-one students, ranging from undergraduate to doctoral-level students, were conducted. This study also aims to build knowledge around students’ experiences with food insecurity. The essential research question guiding this inquiry is, how do college students experience food insecurity, and what challenges do they face, if any, when it comes to being food insecure, if at all? Based on the analysis of the students’ experiences, two overarching and eight subthemes were developed. The results from this study can provide insights into the impacts food insecurity has on students. Each of these areas has important implications for improving students’ situations related to food insecurity and the potential to improve student outcomes and help address gaps in the current literature.
The impact of the focus of food insecurity among college students is multifaceted, both within the academic field and for personal intellectual growth. In the realm of academia, the article contributes significantly to the discourse surrounding food insecurity among college students. By employing a phenomenological approach, it delves deep into the lived experiences of students within the case of the NU system, shedding light on the intricate challenges college students face. This qualitative lens offers a nuanced understanding that complements existing quantitative studies, enriching the literature with vivid narratives and personal accounts of the impact food insecurity has on the lived experiences of college students.
Moreover, the article addresses a critical gap in research by exploring not only the prevalence of food insecurity but also its profound impacts on various facets of students' lives. From academic performance to mental well-being, social relationships, and perceptions of self-worth, the article elucidates the farreaching consequences of food insecurity. By highlighting these interconnected dimensions, it advocates for a holistic approach to addressing the issue, emphasizing the importance of comprehensive support systems within higher educational institutions.
Beyond its scholarly contributions, the article has the potential to catalyze tangible changes within university systems. By raising awareness of the pervasive nature of food insecurity and its detrimental effects, it calls for proactive measures to support students in need. Recommendations such as faculty and staff training, integration of food pantry information in campus orientations, and open conversations about food insecurity can foster a more inclusive and supportive environment for students facing these challenges.
On a personal level, engaging with the article has been intellectually enriching. As a phenomenologist, this article helps further develop my epistemology by connecting to the lived experiences of another socially vulnerable population. This article also connects with my focus on social equity, by developing an understanding of social inequalities within educational settings and advocating for marginalized student populations. My phenomenological epistemology has inspired me to explore new approaches to research, recognizing the power of personal narratives in uncovering complex social phenomena, to consider social equity issues within the food system impacting other socially vulnerable populations.
This article represents a significant contribution to the academic field, amplifying the voices of students and advocating for systemic changes within educational institutions. Its impact extends beyond scholarly discourse, fostering change aimed at addressing issues college students face, and driving personal intellectual growth towards a more equitable society.
—B.J. Fletcher