|Lartey-Rowser, Marjuyua - UNIV OF SOUTHERN MISSISSI|
|Molaison, E - UNIV OF SOUTHERN MISSISSI|
Submitted to: International Society for Behavioral Nutrition and Physical Activity
Publication Type: Abstract Only
Publication Acceptance Date: March 1, 2002
Publication Date: June 14, 2002
Citation: LARTEY-ROWSER, M., YADRICK, K., CONNELL, C., MOLAISON, E. NUTRITION EDUCATION PREFERENCES OF LIMITED RESOURCE AFRICAN AMERICAN YOUTH. Proceedings of International Society for Behavioral Nutrition and Physical Activity. Seattle, Washington, USA. 2002. p. 33. Technical Abstract: Purpose: This study used a qualitative approach to identify nutrition education method preferences of limited income African American youth as part of an intervention planning process. Methods: We conducted 6 single-sex focus groups with 21 boys and 22 girls, aged 10-14. Data analysis steps included: a) debriefing of moderator and assistant noting nonverbal communication and principal themes; b) transcription of audiotapes; c) content analysis of transcripts with question-by question review and coding by two independent coders. Methods reported most frequently as having been used to teach nutrition to youth in the past were formal presentations by teachers, informal education by parents and relatives, and use of the arts (plays, songs). Computer games were a preferred method for both boys and girls. Boys described tasting parties and use of cartoon characters such as Rug Rats as preferred approaches, and girls liked cooking experiences. Videos and traditional methods including use of blackboard, overhead projector, printed materials, and writing exercises were described as unappealing or "boring". One boy suggested that a traditional lecture style approach would appeal to "people that are smart"[not] people like us". The youths indicated that posters and graphic materials should include people that they can identify with, "like somebody that's had experiences that we went through," not those who "got money" or are "thin" or "anorexic". Girls expressed more interest in and enthusiasm for nutrition education than boys. Effective nutrition education for this audience should incorporate interactive learning approaches.