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ERIC Number: EJ1178699
Record Type: Journal
Publication Date: 2018-Jun
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0022-4391
Formative Research to Create a Farm-to-School Program for High School Students in a Lower Income, Diverse, Urban Community
Greer, Anna E.; Davis, Stacey; Sandolo, Cristina; Gaudet, Nicole; Castrogivanni, Brianna
Journal of School Health, v88 n6 p453-461 Jun 2018
Background: Using Social Cognitive Theory as a framework, we examined opportunities for promoting local produce consumption among high school students in a lower-income, ethnically diverse, urban community. Methods: Six focus groups (N = 53) were conducted with students. Using Atlas.ti qualitative software, data were coded and reviewed to identify code categories which could be taken to represent themes. Results: Students (56.8% girls, 86.5% nonwhite) described local produce as being grown "nearby" or "in Connecticut." Overwhelmingly, students perceived local produce to be of higher quality (eg, "tastes better," "fresher") than nonlocal produce. Students reported that the foods served at school are "unnatural" and "made in a factory." Salient perceived outcomes associated with consuming local produce included "benefits the environment," "builds community and trust," and "keeps taxes down." Students recommended hanging large colorful posters highlighting the positive outcomes associated with consuming local produce in school locations with captive audiences such as lunch lines and classrooms. Labels identifying the food origins of cafeteria foods provided as well as taste tests of local produce might support students' self-efficacy for consuming local fruits and vegetables. Conclusions: These findings provide theory-based strategies for how to promote local produce consumption among a diverse group of urban high schools students.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Grant or Contract Numbers: N/A