“There’s So Much That We’re Doing”: How Florida College System Institutions Address Basic Needs Insecurity Among Students

• Published in: Community college review Vol. 52; no. 3; pp. 334 - 353
• Main Authors: Nix, Amanda N., Bertrand Jones, Tamara, Daniels, Hollie, Hu, Pei, Hu, Shouping
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2024; SAGE PUBLICATIONS, INC
• Subjects: Anatomical systems; Case studies; College presidents; College students; Community colleges; Contract Training; Families & family life; Focus Groups; Higher education; Students; Vocational Education; Florida; United States > US; research methods; student services; diversity issues; qualitative methods
• ISSN: 0091-5521; 1940-2325
• DOI: 10.1177/00915521211047674

Research Question: A sizable portion of college students experience food and housing insecurity, which poses a roadblock to fully and successfully engaging in higher education. In light of these complex challenges, we ask: How do Florida College System (FCS) institutions meet the basic needs of their students? Methods: To answer the question at hand, we conducted an embedded single case study of the FCS. Between 2014 and 2019, researchers traveled to 21 Florida colleges on one or more occasions to speak with college presidents, administrators, faculty members, advisors, academic support staff, and students. In total, we gathered data from 1,379 people through 213 focus group sessions and 20 individual interviews. Results: From these data emerged evidence of the extensive services and support programs provided by FCS institutions, ranging from food and housing assistance to clothing, transportation, and childcare. Such initiatives aim to meet the chronic, daily needs of students and their families, as well as acute needs that arise out of local disasters and crises. Contributions: The findings of this study contribute to the literature on the mission of community colleges. While these support programs address needs traditionally considered non-academic, participants suggest that they are essential to fostering student success. By meeting students’ physiological and safety needs, institutions can better accomplish their academic goals of remediation, transfer, vocational training, and contract education, particularly among students who have been traditionally excluded from higher education. The findings also highlight the importance of acknowledging the needs of students’ families when providing support.