A Culture-Centered Approach to Health and Nutrition among Low-Income Groups: Recommendations for Land-Grant University Engagement

Autor/in	Borron, Abigail S.
Titel	A Culture-Centered Approach to Health and Nutrition among Low-Income Groups: Recommendations for Land-Grant University Engagement
Quelle	(2012), (348 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Purdue University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-2154-9
Schlagwörter	Hochschulschrift; Dissertation; Land Grant Universities; Low Income Groups; Health Education; Nutrition; Nutrition Instruction; Cultural Context; Cultural Awareness; Poverty; Federal Programs; Cultural Influences; Empowerment; Rural Extension; Extension Education; Paraprofessional Personnel; College Students; College Graduates; Administrators; Administration; Interviews; Group Dynamics; Photography; Observation; Journal Writing; Reflection; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ernährung; Nutrition education; Ernährungserziehung; Cultural identity; Kulturelle Identität; Armut; Cultural influence; Kultureinfluss; Erweitertes Bildungsangebot; Laienhelfer; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Verwaltung; Interviewing; Interviewtechnik; Gruppendynamik; Fotografie; Beobachtung; Zeitschriftenaufsatz
Abstract	Despite years of efforts by dedicated volunteers, local organizations, and government agencies, poverty remains a persistent and problematic phenomenon within society. Indeed, U.S. Census data show a steady increase in the rate of poverty over the last several decades. The persistence in poverty has led to the development of federal programs focusing on specific dimensions and outcomes of poverty, such as poor nutrition. The current study draws from social-scientific principles of the culture-centered approach (CCA) to critically examine the contested nature and ongoing intersection of three constructs: culture, structure and agency, as they relate to the Purdue Extension Expanded Food and Nutrition Education Program (EFNEP). Three sets of actors in the study represented various program components: EFNEP participants currently enrolled or recently graduated from the program, EFNEP paraprofessionals who deliver the program, and county- and campus-based EFNEP administrators. A variety of methodological approaches, including in-depth interviews, workgroups, photovoice, participant observation and reflexive journaling, were used to gain a deeper understanding of the contested nature of culture, structure and agency. Findings revealed that nutrition is often situated within the context of a larger discussion that involves substantial barriers to EFNEP participants' adoption of recommended nutritional practices. In addition, the inclusion of participants, paraprofessionals and administrators in the process of data collection began to reveal the intricacies and ongoing contested nature among culture, structure and agency. As a result, four recommendations are directed toward university personnel and the system that administers and maintains engagement activities. The first recommendation is to recognize the complexity of poverty. The second is to give voice to program participants. The third is to develop humility and the intellectual capacity to listen. And, the fourth recommendation is to reconsider approaches to university engagement in the context of CCA. Each of the recommendations offers calls to action within the areas of Extension programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10