School Gardens in the Context of Food Deserts

                The initial observations gathered by Mallinger and Kerby (2016) are not unlike many other studies concerning farmers’ markets, community gardens, and school gardens.  Those that benefit most are consistently homogeneous groups of white, middle- to upper-class consumers.  The lower-class minorities are often denied the benefits of such programs due to lack of access and, ultimately, lack of education and acceptance.  This disparity leads to food injustice, in which race, class, and gender negatively influence the production and consumption of food within this population.  Without the consistent promotion of nutrition concepts and the provision of healthy food choices, these groups continue to ignore the role of nutrition in their lives and the lives of their children.

                In an effort to break the cycle of food injustice, researchers developed a Junior Master Gardener Project for the Boys & Girls Club and elementary school within a food desert in the northern part of Bowling Green, Kentucky.  Past research has identified numerous benefits of school gardens, including improved eating behaviors and increased fruit and vegetable consumption; enhanced understanding of science, math, and language arts; improved problem-solving and critical thinking skills; and expanded parental involvement.  Of note, parental involvement has been shown to be a buffer between poverty and academic performance.  As a result, researchers implemented a school garden in which students were involved in developing the garden, planting seeds, maintaining the beds, harvesting produce, and collecting seeds for subsequent years.

                By the end of the growing season, after enthusiastic participation by students, teachers, and community volunteers, participants had gain knowledge of gardening, the environment, and sustainable practices.  However, when it came time to enjoy the fruits of their labor, the consumption of the harvested vegetables by the children was discouraged by many of the parents.  The parents, raised in a climate of food injustice, viewed vegetables as “gross” and not favorable choices when compared to pizza and desserts.  As a result, the children refused to try the produce, having been negatively persuaded by parent opinions.  Despite the growth the children experienced throughout the project, the impact of parental attitudes continued to play a powerful role in children’s eating habits, negating any progress achieved.  In order to encourage healthy eating patterns and promote community food programs in under-served communities, both parents and children should be identified as key stakeholders.

LH

Mallinger, G., & Kerby, M. (2016). The Harvest is the Best Teacher: A Narrative on Food Insecurity and Community Gardening with Children and Adolescents. Reflections: Narratives of Professional Helping, 22(1), 70-78.