AACRAO SEM 2013 Annual Meeting
Chicago, IL
Wednesday, November 13, 9:15 AM
Session Code: 1713

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The purpose of this session is to share information and insights gathered from a study that was conducted to explore the unique experiences of vegetarian and vegan students at a medium sized private university.
This study focused on self-identified vegetarian and vegan students who were enrolled in college courses during the spring 2013 academic term.
There is very little literature available
Goal to begin examination of this particular group of students to aid in the development of support systems and identify recruiting strategies

 Participants will gain insight into how this group of students are expressing their needs in regard to living as a vegetarian or vegan on campus.
 Participants will gain insight into how college campus officials might use this limited research as well as future research about this group of students to better recruit and retain them.
 Participants will gain insight into what sorts of policy and other barriers exist for this group of students and how those barriers might be better addressed for retention.

Creating a principled and sustainable enrollment strategy
 As institutions focus on increasing 4 year graduation rates and limiting the number of reverse transfers, it is time to focus more on unique campus populations and meeting those needs.
 Higher education emphasis on diversity and meeting the needs of minority populations
 Growing population of students with emerging identities at the point of transition to higher education

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A national study by the Humane Research Council suggests:
3.2 percent of American adults self-identify as vegetarian
(1/6 of this number distinguishing themselves as vegan)
Vegetarian-leaning communities are disproportionately young, with the highest rates found among teenagers
In 2005, Aramark surveyed 100,000 college students to better understand food preferences. Nearly a quarter answered “finding vegan meals on campus was important to them.”

 Why engage in research about students who are enrolled in college who are vegetarian or vegan?
 Very little literature in this area
 Better understanding of this particular population to aid in recruitment and retention
 Much to learn about this the challenges this group faces,
“a walk in their shoes perspective”

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Minority identity means vegetarians and vegans must overcome systemic barriers to their lifestyle among a dominant culture ambivalent and often uneducated about followers of plant-based diets.
Due to deviance from cultural norms, vegetarians and vegans receive much attention negative attitudes and behaviors
Incessant questioning, teasing, and goading to sample an animal product can result in arguments or hurt feelings
Perceived isolation
Non-vegetarian parents attempt to marginalize the choice by insisting it’s a phase

 Gender affects how parents and others approach vegetarians (increased hostility from fathers of female vegetarian college students)
 Vegetarian organizations provide vital support for many who otherwise feel isolated and overwhelmed by dominant culture and provide opportunities to socialize with like minded individuals
 Lifestyle success is dependent upon having strong social networks that are supportive

 Existence or absence of programming and resources designed to support lifestyle
 2012 study indicated that well-planned diets are nutritionally adequate and provide many health benefits
 Leading reason for returning to an omnivorous lifestyle is self-perceived health concerns
 Lack skills to quickly produce tasty vegetarian food in their price range, experience ill health, or find their vegetarian food choice generates major hassles with their dining companions
 Greatly benefit from educational opportunities focused on the preparation of plant-based diets

 This study followed the tenets of qualitative phenomenology.
 Researchers aimed at understanding the meaning of the experiences of four vegetarians and two vegans students.
 Purposeful sampling of participants, two sets of semistructured interviews, and transcriptions.
 Data analysis using open-coding and rich-thick descriptions to identify major themes of lived experiences.

Pseudonym Age Gender Class Lifestyle
Amy
Caroline
Ellie
Meredith
Rob
James
22
19
21
19
20
22
Female
Female
Female
Female
Male
Male
Sophomore
Junior
Senior
Vegetarian
Vegetarian
Vegan
Senior
Sophomore
Senior
Vegan
Vegetarian
Vegetarian

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Issues related to dining on-campus was the most discussed topic in the interviews:
Ellie:
“One size fits all is a pretty good way to describe the way they run things, and if you try to go against that, you’re just not taken seriously.”
 Limitations to meal plan, upperclassmen who had kitchens in their residences were allowed to opt for a universal plan, while underclassmen in hall-style dorms were required to purchase a standard plan

 “There is always pizza, which is great, but sometimes I would be on a run of like four or five days in a row, and you just find yourself eating pizza with every meal, because there weren’t enough options
(James)
 “There weren’t good vegetarian options. I ate a lot of carbs. Tofu was rarely available. I ate a lot of French fries” (Meredith)
 Moreover, one newly vegetarian participant believed the plantbased options in the dining hall to be so nutritionally inadequate that he continued to occasionally consume fish in order to meet his protein needs.
 Food preparation procedures were also seen as problematic by several participants concerned with cross-contamination of their food with products they avoided.

 Identifying available options was a constant challenge. Labeling was consistently noted to be the most pressing issue
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Staff were described as uneducated about alternative diets
Many were unable to trust signage/staff adding to frustration:
 [Staff would respond] Oh, let me talk to this person who can go find you the packaging with the ingredients, ‘ and it is just such a hassle. So, a lot of the time, I would say, ‘Can I just read it myself?’ But a lot of times, they would say, ‘Well, we don’t have the packaging for this,’ or they would find the packaging, and it doesn’t list the ingredients. It is frustrating, because it is just an additional hassle, and you have everybody just kind of looking at you, and you are asking people questions, and they think it is really weird that you are asking them. You know, they are not sure why you would want to know if there is egg in the salad dressing. If you are with people who aren’t supportive, you can feel…I don’t know, kind of silly, excluded and isolated.” (Ellie)

 Some students were even too embarrassed to ask:
 “I would rather guess about the ingredients than go through the ordeal getting information, the justification of your identity is tough.”
 Meredith also noted that “labels with accurate ingredient lists should be standard in all dining halls”
 Both vegans in the study felt forced to continue eating eggs and dairy their first year, due to the dining hall meal plan requirement, and remembered having a strong wish to drop the meal plan as early as possible.
 Three vegetarian respondents indicated that it was impossible to be vegan using the dining halls and resorted to simply being vegetarian

 Being required to patronize only certain dining facilities was seen as inconvenient.
 Ostracize by occasionally preventing them from eating with friends and classmates
 James stated, “You don’t want to be that guy who is putting himself out there and saying, ‘Hey, can we do something different, because I have this need that is different than yours?”
 Similarly Amy described feeling “like the jerk who always had to figure out where we were going to eat, because it was my dietary restriction that was dictating what everyone else could eat.”
 Campus events involving food were also listed by participants as problematic (College Coffee)

 As for campus events involving food, many decided not to continue attending these food-oriented events because they felt they were unwelcome (marginalized early)
 At times alternative diets could be ordered but students felt uncomfortable making the request if unprompted by coordinator.
 “It occurred to me to ask for accommodations, but I didn’t want to be a pain in the butt.”
 When meals were received students felt they were insufficient in amount and never included sides or dessert which other attendees of the event would receive.

“I made it clear to them that this was a very serious need of mine, and I approached them as early in the process as I could, and I was really disappointed when they came back and said they couldn’t do anything for me.”

 Housing policies were understood by all participants to negatively affect vegetarian and vegan students
 First and second year live-on requirement
 No access to kitchens – personal or communal
 Participants who believed a kitchen was necessary to healthfully maintain their diet felt much anxiety throughout the housing process.
 No accommodations out of fear that the system could be abused
 Permission to live off-campus based on dietary identity

 “Housing could be made better by simply having more veg options in the dining halls, because, realistically, freshmen and sophomores don’t need to be spending a lot of time preparing their own foods. They need to be socializing and studying and figuring out how to transition to college and enjoy the dining hall.” (James)
 While some dormitories did exist with community kitchens, respondents rarely made use of them because they were forced to purchase the full meal plan.

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All participants expressed interest in the creation of vegetarian affinity housing
 Participants frequently commented on the benefits of living with others with similar lifestyles
 Especially valuable due to the opportunities it allowed for teaching one another recipes and cooking techniques
 Could provide a refuge from critics
 As Rob noted, “I’m just going to have to deal with the teasing, because basically everyone makes jokes every now and then, but it would be nice to have a group that I can rely on and get away from other people when they are being jerks.”

 Many respondents felt having an affinity housing community with the capacity to plan and provide programming for vegetarians in the wider campus body would be able to help those who feel unsupported
 As Caroline noted, “once you reach critical mass, you don’t feel like you and your lifestyle choices are in isolation.”

 All respondents felt the administration should offer programming support for the lifestyle and advertise it as an option to prospects and new students
 No nutritionist or education opportunities on campus
 Dedicated vegetarian organization would be beneficial
 Consensus among students that programming and resources should be delivered through trained staff in order to most effectively serve their communities

 Promoting their needs to administration and providing objective advice on how to best navigate aspects of campus such as dining halls and housing
 Further hoped for accessible cooking lessons and qualified nutritional guidance
 Even with these recommendations distrust remained -
 “If the school would actually give advice like that, it would definitely help. But, at the same time I would also be worried they will base the advice off our food service provider.”

 Study abroad, too, was universally identified by participants as in need of improvement
 No participants were aware of resources available from study abroad office pertaining to diet and site selection
 How to effectively maintain their diet abroad would have been helpful when picking a study abroad experience
 “If anyone ever reads these interviews please be sure to tell them black beans and fruit gets very old after a while.”
(Ellie)

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 Despite increased awareness of the trend among students towards plant-based diets, administrators and their food service provider have provided inadequate accommodations
 Participants felt it was impossible to maintain a vegan diet while dependent on traditional dining halls
 Even vegetarian options were perceived as lacking in necessary nutritional content
 Clear labeling and education are needed
 Recommendations for the creation of affinity housing

 Universities may benefit from a close examination of their policies.
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The students were asked if they considered transferring to another institution that they perceived supported their dietary identity, they all stated they considered this option given the tremendous frustrations
The question of whether the institution loses students for this reason is unknown, both from an admission and a retention perspective. All participants felt the question should be asked on summary data sheets collected after deposit

 University of Maryland has created a Vegetarian Advisory
Board that consists of vegetarian students, student nutritionists, the staff dietitian, the director of dining services, and other dining services staff to address needs and concerns
 UCLA and Dartmouth held productive “conversation dinners” that allowed students to voice concerns with senior staff from university dining services
 Administrators should be encouraged to engage in wide ranging discussions as part of a spirit of inclusion

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Research paper shared with senior administration, dining management, and Aramark
Improvements made to staff education and labeling
Creation of a centrally located kitchen in the student center that can be reserved and classes held to teach lifestyle
Roundtable discussions with vegetarian and vegan students to listen to their concerns
Clarification of off campus living policies pertaining to dietary identity
Facilities planning and open discussion about policy

 More research is necessary to explore recruitment strategies for this growing group of students
 A longitudinal study examining the transitioning challenges from living an omnivorous lifestyle to vegetarian/vegan
 Research to determine if reverse transfers due to dietary identity exists
 Identify success strategies and impact on retention

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Called to Serve: A Handbook on Student Veterans and Higher Education,
Wiley, 2013
 http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118176766.html
Student veterans returning to a community college: Understanding their transitions, Corey Rumann, PhD dissertation, Iowa State University, 2010
 http://vets.arizona.edu/clearinghouse/documents/rumann_community_college.pdf
Supporting student veterans in transition, 2009 (contains an excellent list of references)
 http://huskyveterans.uconn.edu/docs/Supporting_Student_Veterans_in_Transition.pdf
 http://onlinelibrary.wiley.com/doi/10.1002/ss.313/abstract
The New England Journal of Medicine, article on combat duty in Iraq and
Afghanistan
 http://www.impact-kenniscentrum.nl/doc/kennisbank/1000010937-1.pdf

 Ackerman, R., DiRamio, D., & Mitchell, R.L. G. (2009). Transitions: Combat veterans as college students. In R. Ackerman & D. DiRamio (Eds.),
Creating a veteran-friendly campus: Strategies for transition and success:
New Directions for student services.
 Burnett, S. E., & Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of
Postsecondary Education and Disability, 22(1), 233-238.
 Elliot, M., Gonzales, C., & Larsen, B. (2011). U.S. military veterans transition to college: Combat, PTSD, and alienation on campus. Journal of
Student Affairs Research and Practice, 48(3), 279-296.

 Livingston, W.G., Havice, P.A., Cawthon, T.W., & Fleming, D.S. (2011).
Coming Home: Student veterans’ articulation of college re-enrollment.
Journal of Student Affairs Research and Practice, 48(3), 315-331.
 Madaus, J. W., Miller, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and
Disability, 22(1), 191-198.
 Rabb, D. (2008, October 9). Keynote speaker. Paper presented at the
California Association for Postsecondary Education and Disability convention, San Francisco, CA.

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Maurer, D. (2002). Vegetarianism: Movement or moment. Philadelphia: Temple University
Press.
McDonald, B. (2000). “Once you know something, you can’t not know it” an empirical look at becoming vegan. Society & Animals, 8(1), 1-23.
Menzies, K., & Sheeshka, J. (2012). The process of exiting vegetarianism: an exploratory study. Canadian Journal of Dietetic Practice and Research, 73(4), 163-168.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San
Francisco: Jossey-Bass.
Merriman, B. (2010). Gender differences in family and peer reaction to the adoption of a vegetarian diet. Feminism Psychology, 20(3), 420-427.
Rozin, P., Markwith, M., & Stoess, C. (1997). Moralization and becoming a vegetarian: The transformation of preferences into values and the recruitment of disgust.
Psychological Science, 8(2), 67-73.
Stake, R. (2000). Qualitative case studies. In Denzin, N. & Lincoln, Y. (Eds.), The sage
handbook of qualitative research—third edition (443-466). Thousand Oaks: Sage
Publications.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks: Sage
Publications.

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Fox, N. & Ward, K. (2008). Health, ethics and environment: A qualitative study of vegetarian motivations, Appetite, 50 (2-3), 422-429.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research.
Chicago: Aldine.
Haverstock, K., & Forgays, D. K. (2012) To eat or not to eat. A comparison of current and former animal product limiters. Appetite, 58, 1030-1036.
Humane Research Council (2005). Vegetarianism in the US: a Summary of Quantitative
Research. Retrieved from http://www.humaneresearch.org/content/vegetarianism-ussummary-quantitative-research
Jabs, J., Devine, C. M., & Sobal, J. (1998a). Model of the process of adopting vegetarian diets:
Health vegetarians and ethical vegetarians. Journal of Nutrition Education, 30, 196-202.
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Jabs, J., Sobal, J., & Devine, C. M. (2000). Managing vegetarianism: Identities, norms and interactions. Ecology of Food and Nutrition, 39, 375-94.
and

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Adams, C. (2010). The sexual politics of meat: A feminist-vegetarian critical theory. New
York: Continuum International Publishing Group.
American Dietetic Association (2009). Position of the American Dietetic Association:
Vegetarian diets. Journal of the American Dietetic Association, 109, 1266-1282.
Aramark (2005). Vegan options more popular than ever on college campuses.
Retrieved from http://www.businesswire.com/news/home/20050621005207/en/Vegan-
Options-Popular-College-Campuses-ARAMARK-Focuses.
Barr, S. I., & Chapman, G. E. (2002). Perceptions and practices of self-defined current vegetarian, former vegetarian, and nonvegetarian women. Journal of the
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Bernard, R. (2000). Social research methods: Qualitative and quantitative approaches.
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UMD, CP (2013). University of Maryland dining services – special diets. Retrieved from http://dining.umd.edu/menus/special
Vegetarian Times (2008). Vegetarianism in America. Vegetarian Times. Retrieved from http://www.vegetariantimes.com/article/vegetarianism-in-america/
Vegetarian Resource Group (2005). How many youth are vegetarians? How many kids don’t eat meat? Vegetarian Journal, 4, 26-27.
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Wright, B. (2012). A delicious idea: Vegan cuisine on campus. UCLA Magazine. Retrieved from http://magazine.ucla.edu/features/a-delicious-idea-vegan-cuisine-on-campus/
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 bevans8@elon.edu