Lost in Transition? Student Food Consumption

Autor/inn/en	Blichfeldt, Bodil Stilling; Gram, Malene
Titel	Lost in Transition? Student Food Consumption
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 65 (2013) 3, S.277-289 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-012-9543-2
Schlagwörter	Living Standards; Independent Living; Nutrition Instruction; Focus Groups; Food; Eating Habits; Qualitative Research; Interviews; Student Attitudes; Parent Child Relationship; Role; Purchasing + Suchen Sie Ihr Suchwort? Lebensstandard; Selbstverantwortung; Nutrition education; Ernährungserziehung; Lebensmittel; Ernährungsgewohnheit; Essgewohnheit; Qualitative Forschung; Interviewing; Interviewtechnik; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rollen; Beschaffungswesen; Kauf
Abstract	Findings from transition studies as well as studies of student food show that the transition from living at home to independent living influences student food consumption and that food consumption might be problematic during this period. Furthermore, both students' enactment of being in transition and the food habits and practices they bring with them from home may differ profoundly. Drawing on qualitative interviews and focus groups with 55 students, the paper explores student food consumption during this transition. Whereas some students come across as novices, virtually starting from scratch, several others are well-versed in the domain of cooking. Furthermore, in the present study, the students are not starting out their cooking careers in a vacuum, but entangled in their parental food practices. The students, who experience the least problems in regard to "habitualisation" of "proper" food consumption are those, who are experienced cooks from home. Nonetheless, the students do not automatically extend the practices and habits, with which they were brought up, unchanged, but instead, actively develop new habits, often with a clear feeling of being in transit. Transition is thus not an objective fact, but instead the individual student's enactment and perception of his/her life and changes herein make formation of habits and practices meaningful. However, the extent to which students successfully take on the role as self-catering depends on both the student's competencies and skills acquired prior to independent living, living situation and, most importantly, the student's ability to habitualise grocery shopping and cooking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10