Perceptions of Child Nutrition Programs: The Voices of Children, Parents, Volunteers, Program Coordinators and Educators

Russell, Jacqueline A.; Dwyer, John J. M.; MHSc, Lesley Macaskill; Evers, Susan; MSc, Connie Uetrecht; Dombrow, Carol

doi:10.1080/19320240802032453

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Students refused the snack unless it was offered to the entire class; those suffering from hunger refused to be identified as needy (see Russell et al. ). Even when a universal snack program was instituted, some students did not eat.…”

Section: Teachers' Food Work In Argentinamentioning

confidence: 99%

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Teachers' Work, Food Policies, and Gender in Argentina

Robert

McEntarfer

2014

Anthropology & Education Quarterly

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Few studies explore teachers' involvement in school feeding, questioning gendered implications within a feminine and feminized profession. Ethnographic data from one public high school in Metropolitan Buenos Aires suggest that teachers' efforts to address student hunger added new work roles: food advocates/activists, food managers, and service providers/caregivers. The data illustrate the collision of gendered roles (feeding and teaching) as well as how the gendered nature of policy shapes teachers' work. [teachers' work, gender, policy, school feeding] Hunger is a major educational concern around the globe: the World Food Programme states that approximately 66 million children attend school hungry on a daily basis (World Food Programme 2009:4). Where school feeding programs exist, they attempt to alleviate hunger and malnutrition to support students' education. Curiously few studies question the implications of school feeding for the teaching profession (Conklin and Bordi 2003;Murphy et al. 2000; Russell et al. 2007), let alone question the gendered implications of food work on a feminine and feminized profession. How are teachers involved in school feeding programs, which provide such vital support for students' education? How does that involvement affect teachers' work in a moment characterized by cuts in social services and economic crises? In this article we explore teachers' work feeding students in one public high school in Metropolitan Buenos Aires, Argentina. Ethnographic data revealed that feeding students via two different programs added three new nontraditional roles to high school teachers' work, roles that reflected feminized work behaviors and practices. In particular, the food work illustrated how the policies (discourses, texts, processes, and contexts) involved high school teachers in more affective or care work associated with elementary teaching. We suggest the feminization of teaching work insidiously expanding from elementary education has uncertain implications for secondary education. We argue that the gendered nature of feeding and teaching work has colluded with the gendered nature of policy to create this change.Our argument resulted from braiding two strands of literature: teaching work historically framed as women's work and involving feeding students, and policy as a sociocultural practice-a gendered one, specifically (Stambach and David 2005). Numerically in the majority, women are responsible for the formal education of children in many parts of the world. Intimately linked to discourses of caring, self-sacrifice, and nurturing, "the teacher" has long been embodied by women and framed in relation to the role of mother (Fischman 2000;Morgade and Bellucci 1997). Since the beginning of the Argentine mass education project, teachers were presumed to feed students "literacy, values, and civic virtues" along with spirituality (Fischman 2007:356). Feeding hungry students, as policy and economic crisis demanded in the early 21st century, could be seamlessly woven into historically perce...

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Section: Teachers' Food Work In Argentinamentioning

confidence: 99%

“…; Russell et al. ), let alone question the gendered implications of food work on a feminine and feminized profession. How are teachers involved in school feeding programs, which provide such vital support for students' education?…”

mentioning

confidence: 99%

Teachers' Work, Food Policies, and Gender in Argentina

Robert

McEntarfer

2014

Anthropology & Education Quarterly

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“…In addition, the diet quality of children while at school is poor, with up to thirty-seven percent of calories coming from minimally nutritious foods (Tugault-Lafleur et al, 2017). Parents can experience many challenges with packing lunches, including time constraints (Russell et al, 2007), lack of lunch ideas that fit school allergy policies, food safety guidelines, and child preferences (Hawthorne et al, 2018), as well as finding foods that fit social norms and that can be eaten in limited time (Bathgate & Begley, 2011). Providing all children with daily access to healthy food at school would positively impact all families, particularly parents who invest a significant amount of time preparing food for school.…”

Section: Introductionmentioning

confidence: 99%

“…Publications included in the current analysis were drawn from this initial scoping review (Everitt et al, 2020a). Publications were excluded if they only described program implementation (Abrey, 2008), factors contributing to program acceptance (Scott et al, 2017), perceptions of the program (Russell et al, 2007), or nutrient composition of the school meals (Gougeon, 2008;Gougeon et al, 2011), only reported characteristics of program users (Godin et al, 2018), or only evaluated program delivery (Valatis, 2009). Studies that solely described qualitative self-reported program impacts (Act Now BC, 2008;Edward, 1998;Goss Gilroy Inc., 2013;He et al, 2008He et al, , 2012Policy and Planning Branch, 2006;Prowse, 2011) were also excluded, as the validity of the data cannot be confirmed.…”

Section: Introductionmentioning

confidence: 99%

Proposing a Framework for School Food Program Evaluation in Canada

Everitt¹,

Ward

Martin³

et al. 2022

CanFoodStudies

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Healthy eating in school-aged children supports optimal growth and learning; however, diet quality and food insecurity are a source of concern for many school-aged children in Canada. Canadian school-aged children’s diets are a concern. In 2019 the Canadian federal government announced the intention to work towards a National School Food Program. A nationally organized program can evolve and meet the needs of children if there is a national evaluation strategy developed along with the program. A scoping review published in 2019 consisted of reports of school food programs in Canada evaluating nutritional impacts and food system sustainability. Food system sustainability recognizes the full impact that school food programs can have on individual, community, and environmental health by integrating social determinants of health, food systems, and economic sustainability. We conducted a content analysis of the evaluation strategies of these programs. Of the 17 peer-reviewed and 18 grey literature publications in the initial scoping review, 12 peer-reviewed and seven grey literature publications contained an evaluation component. Components assessed social determinants of health, including changes in food intake, knowledge about local foods, educational and behavioural outcomes, general knowledge, intention to eat, and willingness to try new foods. An evaluation template for school food programs including categories for social systems, environmental and economic sustainability would capture elements contributing to program impact.

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Extending theorisations of the global teacher: care work, gender, and street-level policies

Robert

2014

British Journal of Sociology of Education

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Perceptions of Child Nutrition Programs: The Voices of Children, Parents, Volunteers, Program Coordinators and Educators

Cited by 7 publications

References 6 publications

Teachers' Work, Food Policies, and Gender in Argentina

Teachers' Work, Food Policies, and Gender in Argentina

Proposing a Framework for School Food Program Evaluation in Canada

Extending theorisations of the global teacher: care work, gender, and street-level policies

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