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This phenomenological research draws on feminist theories to uncover systemic inequities encountered by school nutrition workers (SNW) in California, which are rooted in a neoliberal education model that has successfully imprinted in the social imaginary the notion of scarcity as a key element of the contemporary schooling system. This empirical project shows how oppressive logics operate and perpetuate unfair working conditions of a group composed predominantly of women and people of color. We argue that, in addition to perpetuating SNW’ oppression, failing to improve the school nutrition workforce has also a detrimental effect for students. Finally, in alignment with the 2025 AERA theme, we draw from participants’ systems of knowing to explore opportunities for remedy and repair.