- Email: [email protected]
P159 Differences Among Flavoring Agents Owned by Low-Income Black and Hispanic Adults in New Jersey
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Poster Abstracts
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019
P158 (continued) Background: Head Start centers across the nation are encouraged to incorporate outdoor teaching into playground landscapes and preschool gardens; however, no validated measurement tool exists to assess teachers’ selfefficacy for garden education. Objective: Researchers collected data and developed an online 18 statement self-efficacy in garden education survey utilizing a multiphase process to achieve both reliability and validity. Study Design, Settings, Participants: This scale validation process included two online expert reviews and telephone cognitive interviews before it was administered to 357 preschool teacher participants who completed the survey. Measurable Outcome/Analysis: Exploratory factor analysis was completed on the six-point forced response likert style scale using principle axis factoring. An iterative factor analysis process to confirm the most appropriate number of factors and the correlated statements within each factor by analyzing the loading tables. Cronbach’s alpha was calculated for each of the identified factors. Results: Exploratory factor analysis revealed a three-factor structure with an overall correlation of .915 and acceptable to good reliability within each factor (Cronbach’s alpha Factor 1 = .866, Factor 2 = .822, and Factor 3 = .788). Factor 1 related to planning and preparing, Factor 2 related to comfort in teaching in the alternative outdoor setting, and Factor 3 related to nature orientation and gardening. Conclusion: Having a valid and reliable tool could reveal teachers’ areas of greatest training need and better utilize program training funds into purposeful in-service sessions, continuing education seminars, and one-on-one or team barrier troubleshooting. Funding: None.
P159 Differences Among Flavoring Agents Owned by Low-Income Black and Hispanic Adults in New Jersey Graham E. Bastian, RDN, Rutgers University, Department of Nutritional Sciences; Megan Yuen, Rutgers University, Department of Nutritional Sciences; Debra M. PalmerKeenan, PhD, MEd, [email protected], Rutgers University, Department of Nutritional Sciences, 26 Nichol Ave, 2nd Fl, New Brunswick, NJ 08901 Background: Nutrition educators stress the use of flavoring agents (i.e. herbs, spices, and other flavorings) when cooking to enhance flavor and lower sodium in recipes. However, availability of these items at home may differ by race/ethnicity. Objective: To identify flavoring agents owned by Black and Hispanic populations and to determine differences between groups. Study Design, Settings, Participants: Researchers interviewed low-income adults from communities that have been served by the New Jersey Expanded Food and Nutrition Education Program (EFNEP).
Measurable Outcome/Analysis: Participants selfidentified their race/ethnicity and rated how often/if they keep each of 71 common flavoring agents in their homes. T-tests were performed using SAS 9.4 to determine differences between Black and Hispanic participants’ responses. Results: Seventy five participants were surveyed (36 Black, 39 Hispanic). Overall, Blacks reported keeping a wider variety of herbs (P = .0254), spices (P = .0067), and other flavorings (P = .0042) in their homes compared to Hispanics. However, individual product analyses revealed that the mean frequencies of most products (62%) were similar between groups. Blacks had higher mean frequencies regarding five herbs, six spices, and five other flavorings, and Hispanics had higher mean frequencies regarding ownership of four herbs, two spices, and three other flavorings. Conclusion: Although many of the flavoring agents used by Blacks and Hispanics are similar, there are certain flavoring agents that seem to be distinctive to their racial/ ethnic groups. Nutrition education strategies to accommodate these differences include using common flavoring agents in recipes, and tailoring recipes for certain racial/ ethnic groups to their distinctive tastes. Funding: New Jersey Agricultural Experiment Station.
P160 Does the Cooking Matters Curriculum Improve Participant Food Security? Mike Swain, MPH, [email protected], University of Florida, 3028 McCarty Hall D, Gainesville, FL 32611; Crystal Almond, MS, University of Florida; Sharon Austin, MD, University of Florida; David Diehl, PhD, University of Florida; Karla Shelnutt, PhD, RD, University of Florida Background: Supplemental Nutrition Assistance Program-Education (SNAP-Ed) has demonstrated improvement in nutrition behavior among participants. Food insecurity affects many SNAP-Ed participants, and questions remain about solutions. Further, disparities in food security are known to exist among racial groups. Objective: To determine the effect of Cooking Matters (CM) curriculum on food security among SNAP-Ed participants in Florida stratified by race. Study Design, Settings, Participants: CM is a sixweek series offered by Florida SNAP-Ed and is evaluated using pre-post surveys. Food security is measured using the following question from the USDA Adult Food Security Module: “How often do you worry food will run out before you have money to buy more?” Participants answer using a fivepoint scale (Never, Rarely, Sometimes, Often, Always). Nutrition behavior is measured using a Likert scale for weekly consumption of various food groups. Participants who completed six-week CM classes between November 2016 and October 2018 were included in the analysis (N = 687). Measureable Outcome/Analysis: Food security change and changes in nutrition behavior were measured using Wilcoxon signed-rank tests. Results were then stratified by sociodemographic variables and analyzed using chi-square tests with pre-post food security change meaContinued on page S105
Poster Abstracts
Journal of Nutrition Education and Behavior Volume 51, Number 7S, 2019
P158 (continued) Background: Head Start centers across the nation are encouraged to incorporate outdoor teaching into playground landscapes and preschool gardens; however, no validated measurement tool exists to assess teachers’ selfefficacy for garden education. Objective: Researchers collected data and developed an online 18 statement self-efficacy in garden education survey utilizing a multiphase process to achieve both reliability and validity. Study Design, Settings, Participants: This scale validation process included two online expert reviews and telephone cognitive interviews before it was administered to 357 preschool teacher participants who completed the survey. Measurable Outcome/Analysis: Exploratory factor analysis was completed on the six-point forced response likert style scale using principle axis factoring. An iterative factor analysis process to confirm the most appropriate number of factors and the correlated statements within each factor by analyzing the loading tables. Cronbach’s alpha was calculated for each of the identified factors. Results: Exploratory factor analysis revealed a three-factor structure with an overall correlation of .915 and acceptable to good reliability within each factor (Cronbach’s alpha Factor 1 = .866, Factor 2 = .822, and Factor 3 = .788). Factor 1 related to planning and preparing, Factor 2 related to comfort in teaching in the alternative outdoor setting, and Factor 3 related to nature orientation and gardening. Conclusion: Having a valid and reliable tool could reveal teachers’ areas of greatest training need and better utilize program training funds into purposeful in-service sessions, continuing education seminars, and one-on-one or team barrier troubleshooting. Funding: None.
P159 Differences Among Flavoring Agents Owned by Low-Income Black and Hispanic Adults in New Jersey Graham E. Bastian, RDN, Rutgers University, Department of Nutritional Sciences; Megan Yuen, Rutgers University, Department of Nutritional Sciences; Debra M. PalmerKeenan, PhD, MEd, [email protected], Rutgers University, Department of Nutritional Sciences, 26 Nichol Ave, 2nd Fl, New Brunswick, NJ 08901 Background: Nutrition educators stress the use of flavoring agents (i.e. herbs, spices, and other flavorings) when cooking to enhance flavor and lower sodium in recipes. However, availability of these items at home may differ by race/ethnicity. Objective: To identify flavoring agents owned by Black and Hispanic populations and to determine differences between groups. Study Design, Settings, Participants: Researchers interviewed low-income adults from communities that have been served by the New Jersey Expanded Food and Nutrition Education Program (EFNEP).
Measurable Outcome/Analysis: Participants selfidentified their race/ethnicity and rated how often/if they keep each of 71 common flavoring agents in their homes. T-tests were performed using SAS 9.4 to determine differences between Black and Hispanic participants’ responses. Results: Seventy five participants were surveyed (36 Black, 39 Hispanic). Overall, Blacks reported keeping a wider variety of herbs (P = .0254), spices (P = .0067), and other flavorings (P = .0042) in their homes compared to Hispanics. However, individual product analyses revealed that the mean frequencies of most products (62%) were similar between groups. Blacks had higher mean frequencies regarding five herbs, six spices, and five other flavorings, and Hispanics had higher mean frequencies regarding ownership of four herbs, two spices, and three other flavorings. Conclusion: Although many of the flavoring agents used by Blacks and Hispanics are similar, there are certain flavoring agents that seem to be distinctive to their racial/ ethnic groups. Nutrition education strategies to accommodate these differences include using common flavoring agents in recipes, and tailoring recipes for certain racial/ ethnic groups to their distinctive tastes. Funding: New Jersey Agricultural Experiment Station.
P160 Does the Cooking Matters Curriculum Improve Participant Food Security? Mike Swain, MPH, [email protected], University of Florida, 3028 McCarty Hall D, Gainesville, FL 32611; Crystal Almond, MS, University of Florida; Sharon Austin, MD, University of Florida; David Diehl, PhD, University of Florida; Karla Shelnutt, PhD, RD, University of Florida Background: Supplemental Nutrition Assistance Program-Education (SNAP-Ed) has demonstrated improvement in nutrition behavior among participants. Food insecurity affects many SNAP-Ed participants, and questions remain about solutions. Further, disparities in food security are known to exist among racial groups. Objective: To determine the effect of Cooking Matters (CM) curriculum on food security among SNAP-Ed participants in Florida stratified by race. Study Design, Settings, Participants: CM is a sixweek series offered by Florida SNAP-Ed and is evaluated using pre-post surveys. Food security is measured using the following question from the USDA Adult Food Security Module: “How often do you worry food will run out before you have money to buy more?” Participants answer using a fivepoint scale (Never, Rarely, Sometimes, Often, Always). Nutrition behavior is measured using a Likert scale for weekly consumption of various food groups. Participants who completed six-week CM classes between November 2016 and October 2018 were included in the analysis (N = 687). Measureable Outcome/Analysis: Food security change and changes in nutrition behavior were measured using Wilcoxon signed-rank tests. Results were then stratified by sociodemographic variables and analyzed using chi-square tests with pre-post food security change meaContinued on page S105