Masters Theses

Date of Award

8-1994

Degree Type

Thesis

Degree Name

Master of Science

Major

Nutrition

Major Professor

Paula Zemel

Committee Members

Betsy Haughton, June Gorski

Abstract

The purpose of this project was to examine the perceptions of childhood hunger and hunger education needs in the elementary school, from key informants within the school and community. A needs assessment was conducted using grounded theory and qualitative techniques.Incorporating hunger education in the elementary schools can empower children to work against hunger within the community and take action to reduce their own hunger. However, the need for hunger education first must be identified by those involved in its implementation.

Volunteers including elementary school principals, secretaries, teachers, school food service employees, and anti-hunger advocates from the community were recruited to participate in group discussions about childhood hunger and the need for hunger education. There were three discussion groups with eight to nine participants. Group discussions were audio-taped and transcribed verbatim.

Qualitative techniques, using an interactive model adapted from Miles and Huberman, were used to analyze the transcript. Main themes were identified, clustered by similar contexts, and assigned a name that best described them. Data analysis continued when a data display was developed and representative statements were placed into issues, categories, subcategories, or components. Data were analyzed concurrently by a second researcher trained in qualitative methods so that bias would be decreased and validity of findings would be verified. Findings suggest that the majority of elementary school personnel and local anti-hunger advocates are aware of hunger among children.. Key informants attributed hunger to "neglectful parenting"; "uninformed parents"; "lack of financial resources"; "stigma and pride"; as well as "students choose to skip meals". Participants also recognized indicators of hunger among children including: "performance indicators"; "physical symptom indicators"; "children taking responsibility for their own food"; and "psychosocial indicators". Elementary school personnel and anti-hunger advocates defined hunger in two ways: "food insecurity (limited access to food)" and "poor quality of food".

Throughout the discussion, hunger education was confused with nutrition education. Therefore, some participants perceived that hunger education was actually addressed within nutrition education. Others stated it already existed within the schools' anti-hunger activities. Key informants thought it was included or should be included in other areas. These areas include religious institutions, PTA meetings, and parent education through community programs. Key informants viewed hunger education as important for parents and children. Community advocates and health professionals were recognized as being important in the development and implementation of a hunger education curriculum. Additionally, elementary school personnel and local anti-hunger advocates suggested goals and objectives for a hunger education curriculum as well as hunger awareness activities. Although the school was recognized as an avenue to decrease hunger, parent education was emphasized. The findings suggest that teachers felt overburdened and this may be a barrier to the introduction of hunger education within the schools.

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