skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • The effect of food insecurity during college on graduation and type of degree attained: evidence from a nationally representative longitudinal survey
Title: The effect of food insecurity during college on graduation and type of degree attained: evidence from a nationally representative longitudinal survey
Abstract Objective: To examine the effect of food insecurity during college on graduation and degree attainment. Design: Secondary analysis of longitudinal panel data. We measured food insecurity concurrent with college enrollment using the 18-question USDA Household Food Security Survey Module. Educational attainment was measured in 2015-2017 via two questions about college completion and highest degree attained. Logistic and multinomial-logit models adjusted for sociodemographic characteristics were estimated. Setting: United States (US) Participants: A nationally representative, balanced panel of 1,574 college students in the US in 1999-2003 with follow-up through 2015-2017 from the Panel Study of Income Dynamics. Results: In 1999-2003, 14.5% of college students were food insecure and were more likely to be older, non-White, and first-generation students. In adjusted models, food insecurity was associated with lower odds of college graduation (OR 0.57, 95% CI: 0.37, 0.88, p=0.01) and lower likelihood of obtaining a Bachelor’s degree (RRR 0.57 95% CI: 0.35, 0.92, p=0.02) or graduate/professional degree (RRR 0.39, 95% CI: 0.17, 0.86, p=0.022). These associations were more pronounced among first-generation students. 47.2% of first-generation students who experienced food insecurity graduated from college; food insecure first-generation students were less likely to graduate compared to first-generation students who were food secure (47.2% vs. 59.3%, p=0.020) and non-first-generation students who were food insecure (47.2% vs. 65.2%, p=0.037). Conclusions: Food insecurity during college is a barrier to graduation and higher degree attainment, particularly for first-generation students. Existing policies and programs that help mitigate food insecurity should be expanded and more accessible to the college student population.  more » « less
Award ID(s):
2042875
PAR ID:
10348449
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
Public Health Nutrition
Volume:
25
Issue:
2
ISSN:
1368-9800
Page Range / eLocation ID:
1 to 22
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, American Journal of Public Health)
    Objectives. To examine the effects of childhood participation in the Supplemental Nutrition Assistance Program (SNAP) and the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) on adult food security in the United States. Methods. We used data from the 1984 to 2019 waves of the Panel Study of Income Dynamics to follow a balanced panel of 1406 individuals from birth through ages 20 to 36 years. We measured food insecurity from 1999 to 2003 and 2015 to 2019 among those who resided in low-income households during childhood. Results. Twenty-eight percent of individuals who resided in low-income households during childhood exhibited improved food security status from childhood to adulthood. Those who participated in SNAP and WIC during childhood had 4.16-fold higher odds (95% confidence interval [CI] = 1.91, 9.03) of being more food secure than those who were eligible for but did not receive SNAP or WIC, and those who participated in SNAP alone had 3.28-fold higher odds (95% CI = 1.56, 6.88). Conclusions. Participation in social safety net programs such as SNAP and WIC during childhood helps to improve food security across the life course. Our findings add evidence regarding the long-term benefits of participation in SNAP and WIC during childhood. (Am J Public Health. 2022;112(10):1498–1506. https://doi.org/10.2105/AJPH.2022.306967 ) 
    more » « less
  2. (, JAMA Pediatrics)
    This survey study uses data from the Panel Study of Income Dynamics to compare trends from 2015 to 2019 in food insecurity among households with children with trends from 1999 to 2003. 
    more » « less
  3. ; ; ; (, International Journal of STEM Education)
    Abstract BackgroundWe used an opportunity gap framework to analyze the pathways through which students enter into and depart from science, technology, engineering, and mathematics (STEM) degrees in an R1 higher education institution and to better understand the demographic disparities in STEM degree attainment. ResultsWe found disparities in 6-year STEM graduation rates on the basis of gender, race/ethnicity, and parental education level. Using mediation analysis, we showed that the gender disparity in STEM degree attainment was explained by disparities in aspiration: a gender disparity in students’ intent to pursue STEM at the beginning of college; women were less likely to graduate with STEM degrees because they were less likely to intend to pursue STEM degrees. However, disparities in STEM degree attainment across race/ethnicities and parental education level were largely explained by disparities in attrition: persons excluded because of their ethnicity or race (PEERs) and first generation students were less likely to graduate with STEM degrees due to fewer academic opportunities provided prior to college (estimated using college entrance exams scores) and more academic challenges during college as captured by first year GPAs. ConclusionsOur results reinforce the idea that patterns of departure from STEM pathways differ among marginalized groups. To promote and retain students in STEM, it is critical that we understand these differing patterns and consider structural efforts to support students at different stages in their education. 
    more » « less
  4. ; ; (, Proceedings of the National Academy of Sciences)
    null (Ed.)
    In 2003, Chicago Public Schools introduced double-dose algebra, requiring two periods of math—one period of algebra and one of algebra support—for incoming ninth graders with eighth-grade math scores below the national median. Using a regression discontinuity design, earlier studies showed promising results from the program: For median-skill students, double-dose algebra improved algebra test scores, pass rates, high school graduation rates, and college enrollment. This study follows the same students 12 y later. Our findings show that, for median-skill students in the 2003 cohort, double-dose significantly increased semesters of college attended and college degree attainment. These results were not replicated for the 2004 cohort. Importantly, the impact of the policy on median-skill students depended largely on how classes were organized. In 2003, the impacts on college persistence and degree attainment were large in schools that strongly adhered to the cut-score-based course assignment, but without grouping median-skill students with lower-skill peers. Few schools implemented the policy in such a way in 2004. 
    more » « less
  5. ; ; ; ; ; (, SLEEP Advances)
    Abstract Study ObjectiveWe investigated sleep disparities and academic achievement in college. MethodsParticipants were 6,002 first-year college students attending a midsize private university in the southern United States [62.0% female, 18.8% first-generation, 37.4% Black, Indigenous, or People of Color (BIPOC) students]. During the first 3–5 weeks of college, students reported their typical weekday sleep duration, which we classified as short sleep (<7 hours), normal sleep (7–9 hours), or long sleep (>9 hours). ResultsThe odds for short sleep were significantly greater in BIPOC students (95% CI: 1.34–1.66) and female students (95% CI: 1.09–1.35), and the odds for long sleep were greater in BIPOC students (95% CI: 1.38–3.08) and first-generation students (95% CI: 1.04–2.53). In adjusted models, financial burden, employment, stress, STEM academic major, student athlete status, and younger age explained unique variance in sleep duration, fully mediating disparities for females and first-generation students (but only partially mediating disparities for BIPOC students). Short and long sleep predicted worse GPA across students’ first year in college, even after controlling for high school academic index, demographics, and psychosocial variables. ConclusionsHigher education should address sleep health early in college to help remove barriers to success and reduce disparities. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email