Butter Chicken, Pho, and a Turkey Sandwich: A Qualitative Study of Student Identity Development in Campus Dining Spaces
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Résumé
This qualitative case study explores how campus dining influences student identity development, engagement, and validation at a large public urban university in the southeastern United States. Grounded in Astin’s Involvement Theory, Rendón’s Validation Theory, and Abes, Jones, and McEwen’s Reconceptualized Model of Multiple Dimensions of Identity and drawing on interviews with ten undergraduate students, the study identified three key themes: dining halls as spaces of validation, habit-forming environments, and crucibles for identity development. Students described how consistent access to dining spaces supported academic routines, social connections, and cultural affirmation. Findings suggest that campus dining plays a critical role in shaping students’ sense of belonging and identity, particularly through culturally relevant food offerings, staff interactions, and institutional policies. The study highlights the importance of viewing auxiliary services as developmental spaces. Recommendations are provided for university leaders to enhance dining services as sites of student engagement and identity formation. This work contributes to filling a gap in student affairs literature by centering dining as a meaningful context for student development.
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