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tional students, the buffet-style, all-you-caneat model that is typical in most U.S. dining
facilities may be a new experience (Alakaam
& Willyard, 2020). In addition, they have to
adjust to an American diet that generally features larger portion sizes and includes more
processed foods-along with preservatives,
sugars, fats, and genetic modifications-than
what they are used to (Alakaam & Willyard,
2020). International students who were part
of Yan and FitzPatrick's (2016) study reported
dissatisfaction with food from the on-campus
cafeteria, citing that it " was very different
from their 'home food' and the food was very
rich (i.e., high in fat and calories) " (p. 61).
	
International students may seek alternative ways to satisfy their food needs, including dining out and purchasing groceries
from stores such as specialty supermarkets
(Yan & FitzPatrick, 2016). Most interestingly,
many participants cited their desire to move
off campus the following year so they could
cook for themselves. Although international
students attending higher education institutions in the U.S. benefit from living on campus (Goyal, 2017; Yao, 2016), they highly value the traditional foods of their home culture
as a way to maintain their cultural identity,
which is also true of international students
who participated in studies done in the United
Kingdom (Corcoran, 2018) and Canada
(Amos & Lordly, 2014). As a result, food and
dining options may influence other factors
related to collegiate life for international students. Thus, in our study, we seek to answer
the following research question: " What are
first-year international students' perceptions
of campus food and dining at a PWI? "

METHODS
This study used a qualitative single case
study approach (Stake, 1995) to explore firstyear international students' perceptions of

food and dining at a Predominantly White
Institution. This study was designed so that
the institution, Great Plains University (a
pseudonym, abbreviated as GPU), was the
case and the units of analysis were first-year
international students. Using a single case
study approach (Stake, 1995) allowed us to
understand participants' experiences within a specific context. Given that contextual
factors shape student experiences, we have
chosen a single institution for this study
in order to better understand the bounded
nature of this specific institutional case, as
international students are often historically
excluded from discussions about housing
and dining. Specifically, we selected and examined GPU for their outward commitment
to international students' success and transition, as revealed in campus statements and
social media. All participants were required
to live on campus due to GPU policies and
their status as first-year students. Our case
study included up to three rounds of interviews with each participant and an in-depth
analysis of housing and dining documents,
allowing us to follow first-year international
students' academic journeys through one
full academic year.

Great Plains University: Case Context
GPU is a large public land-grant research
institution located in the Great Plains of the
United States. GPU had more than 25,800
enrolled students in the fall of 2017. Of the
total enrollment numbers, undergraduates
make up more than 20,800 students. GPU's
growing international student body is considered an emerging population; overall,
they represent 10% (n = 2,087) of the undergraduate population. The top five countries of origin represented by the international students at GPU are China (3.88% of
total student population), Malaysia (1.06%),
Volume 47, No. 2 * 2021

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