Background/Objectives: Historically racialized status (HRS) and low socioeconomic position (SEP) are independent risk factors for food insecurity and poor academic achievement among college students. Despite increased enrollment of students from historically racialized groups and low SEP, little is known regarding the intersectional experience of these contemporary student characteristics with food security status or academic achievement. The purpose of this study was to examine the intersections of racialized status and SEP with food insecurity and academic achievement among undergraduate students attending a public university system in California. Methods: This cross-sectional study included 1170 undergraduates who utilized their campus food pantry between June and August 2019 at nine University of California campuses. Racialized status and SEP were used to construct four distinct intersectional positions: (1) White, not low SEP (i.e., traditional students; reference), and three contemporary student groups: (2) White, low SEP; (3) HRS, not low SEP; and (4) HRS, low SEP. Using regression analyses, these intersectional positions were examined with food insecurity and grade point average (GPA), while controlling for other student characteristics. Results: HRS, low SEP students had significantly higher odds of experiencing food insecurity (OR = 2.72; 95% CI: 1.52–4.97) and lower GPA (B = −0.14, p = 0.05) than traditional students, after adjustment. Conclusions: Contemporary students are at increased risk of food insecurity and lower academic achievement compared to traditional students.

Background: Food insecurity affects 30% to 40% of US college students, yet the chronicity of food insecurity and potential mechanisms related to poor cardiovascular and metabolic health (CVMH) in this population remain unclear. The FRESH (Food, Rest, Exercise, and Student Health) study aims to (1) determine if chronic food insecurity predicts poor CVMH over time; (2) explore if chronic food insecurity relates to CVMH factors via CVMH behaviors; and (3) assess the role of emerging adulthood factors as moderators or mediators within the proposed conceptual model. Methods: FRESH is a 2‐year observational cohort study targeting to recruit 340 second‐year students at the University of California, Santa Cruz, and enrolled a total of 350 participants. Twelve monthly surveys assess food security status, environmental context, and emerging adulthood factors. Behavioral and biological markers of CVMH (eg, diet, anthropometrics, blood glucose) are assessed at baseline, and 1‐year and 2‐year follow‐ups. Multivariate regression analysis will examine the association between chronic food insecurity and CVMH. Structural equation modeling will estimate the effects of food insecurity on CVMH behaviors and factors. Moderation and mediation analyses will explore the role of emerging adulthood factors and psychosocial stress in the relationship between food insecurity and CVMH. Conclusions: By examining the mechanisms linking chronic food insecurity to poor CVMH, FRESH aims to inform interventions and health policy that promote optimal cardiovascular and metabolic health in college students.

Despite attempts to equalize access to U.S. higher education for contemporary students from historically marginalized groups, structural obstacles persist within universities, particularly among students struggling to meet their basic needs. To understand how interlocking power relations (e.g., racism, classism) in systems of higher education impact contemporary students, we conducted a qualitative analysis of 11 focus groups with 58 students who utilized basic needs services across five University of California campuses. We identified three themes that characterize the experiences of contemporary students who are at intersectional positions (e.g., low-income, first generation to attend college): (1) they continue to face challenges navigating a system designed for traditional students; (2) students are challenged by the lack of access to the power and privilege that operate in student-related institutional operations and policies; and (3) university personnel’s lack of structural competency creates additional burdens for students. Our findings highlight the need to address structural obstacles and advocate for supportive policies in higher education to ensure that contemporary students from historically excluded groups achieve degree completion.