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An Examination of Educators' Perceptions of the School's Role In Southern Illinois University Carbondale OpenSIUC Dissertations Theses and Dissertations 8-1-2011 An Examination of Educators' Perceptions of the School's Role in the Prevention of Childhood Obesity Sharon Harris Johnson Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/dissertations Recommended Citation Johnson, Sharon Harris, "An Examination of Educators' Perceptions of the School's Role in the Prevention of Childhood Obesity" (2011). Dissertations. Paper 384. This Open Access Dissertation is brought to you for free and open access by the Theses and Dissertations at OpenSIUC. It has been accepted for inclusion in Dissertations by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. AN EXAMINATION OF EDUCATORS’ PERCEPTIONS OF THE SCHOOL’S ROLE IN THE PREVENTION OF CHILDHOOD OBESITY by Sharon Kay Harris Johnson B.A., Southern Illinois University, 1972 M.S.E, Illinois State University, 1985 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Degree Department of Educational Administration and Higher Education in the Graduate School Southern Illinois University Carbondale August 2011 Copyright by SHARON KAY HARRIS JOHNSON, 2011 All Rights Reserved DISSERTATION APPROVAL AN EXAMINATION OF EDUCATORS’ PERCEPTIONS OF THE SCHOOL’S ROLE IN THE PREVENTION OF CHILDHOOD OBESITY By Sharon Kay Harris Johnson A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the field of Educational Administration and Higher Education Approved by: Kathy Hytten, Chair Terri Wilson Tamara Yakaboski Jan Waggoner Lisabeth Dilalla Graduate School Southern Illinois University Carbondale June 21, 2011 AN ABSTRACT OF THE DISSERTATION OF SHARON KAY HARRIS JOHNSON, for the Doctor of Philosophy degree in EDUCATIONAL ADMINISTRATION, presented on JUNE 21, 2011, at Southern Illinois University Carbondale. TITLE: AN EXAMINATION OF EDUCATORS’ PERCEPTIONS OF THE SCHOOL’S ROLE IN THE PREVENTION OF CHILDHOOD OBESITY MAJOR PROFESSOR: Dr. Kathryn A. Hytten Childhood obesity is a prevalent subject of research currently, and many researchers have studied the effectiveness of school programs in battling obesity among students. This case study, utilizing ethnographic tools of observation, interviews, and investigation of artifacts, examines educators’ perceptions of the role of the school in the prevention of this epidemic, how perceptions affect practices, and the barriers to prevention efforts. The lens of caring theory, social justice, and critical theory frame the analysis of how educators in a medium-sized elementary school contend with the problem of childhood obesity. Educators in this setting perceived their role in the prevention of childhood obesity as limited and tended to blame parents for the condition of obese students. Because of this perception, attempts at prevention were somewhat sporadic and individualistic in nature. Barriers included a lack of training in critical reflection and the stresses of mandated testing and budget cuts. Teachers and staff members cared for their obese students’ well-being, but generally lacked the resources to help them. They were often uncomfortable discussing obesity with parents and tended to avoid the subject, and unfortunately, this conversation needs to occur in order to find help for their obese students. i ACKNOWLEDGMENTS First, I acknowledge my family members who have supported me throughout my life. My parents, Maurice (Slim) and Madge Harris loved me unconditionally and did not bat an eye when I, as a young child, told them that I intended to be the first woman President. The self-confidence they instilled in me has provided a pillar of strength for my ambitious plans and endeavors. My husband, Dennis, has stood beside me in the worst of times and the best of times during our 40 years of marriage. From cooking for me and helping me make long trips to the university to take graduate classes to sitting in the car and waiting patiently for me to defend my dissertation, he has loved me and always been there for me. My daughter, Katharine (Katie) Johnson Suski, keeps me squarely planted in the “real world” and inspires me by her wit, intelligence, and kindness to others. My advisor, Kathy Hytten, not only patiently read, reread, and edited my study from beginning to end, but has encouraged and believed in me when I was not sure I could do it. She also has enlarged my worldview and touched me with her compassion and impeccable ethics. Finally, I can do nothing on my own, but can do all things through Christ who strengthens me. Whatever accolades come to me, I must always defer to Him, who is worthy of all glory. ii DEDICATION This paper is dedicated to my son, Joseph D. Johnson, who was the true writer in our family. I so wish he could have been here to help me through the writing of my dissertation. Joe would have loved the social justice component of this paper and would have served as a wonderful resource. I love him and miss him every single day of my life. iii TABLE OF CONTENTS CHAPTER PAGE ABSTRACT.....................................................................................................................i DEDICATION .............................................................................................................. ii ACKNOWLEDGMENTS ............................................................................................ iii CHAPTERS CHAPTER 1 – Introduction................................................................................1 CHAPTER 2 – Review of the Literature ..........................................................20 CHAPTER 3 – Method.....................................................................................46 CHAPTER 4 – Descriptive Findings................................................................64 CHAPTER 5 – Thematic Findings .................................................................109 CHAPTER 6 - Analysis .................................................................................143 REFERENCES ...........................................................................................................175 APPENDIX Appendix A – Interview Protocol...................................................................189 VITA .........................................................................................................................190 iv 1 CHAPTER I INTRODUCTION Approaching Admiral James C. Mason Elementary School, I drive to the large parking lot in front of the school. It is adjacent to a concrete plaza with benches around its circular parameter and anchored with three large flagpoles containing national and state flags along with one honoring those veterans who are missing-in-action from the Vietnam Conflict. I then proceed to the playgrounds behind the one-story, tan, stucco school building with brick colored trim outlining the flat roofline and the small windows arranged in various geometric shapes. After navigating through several usually locked gates, I find the students noisily engaged in a variety of games and activities celebrating the end of the school year at the annual Fun Day. I soon see my granddaughter with the other first graders busily taking turns blasting each other with huge water guns. Almost every child is soaking wet when the principal sounds the air horn signaling the final event of the day—a tug-of-war activity involving the entire student population. As the children line up to help pull the other side across a chalked line on the grass, I notice two extremely overweight students slowly walking to the sidelines. They observe the action, and not one fellow student or staff member calls to them or approaches them about joining the game. I wonder what the two girls’ remembrance of Fun Day will be. It is evident that their memories will be as spectators, not participants. One of my goals in this study is to establish a better understanding of these students—and the many obese children like them. I also intend to examine perspectives on how educators can help students learn to obtain healthy weights for participation in school and life. 2 Purpose Statement The purpose of this study is to examine the perceptions of teachers, support staff, and school administrators on the role of schools in the prevention of childhood obesity. I also examine how perceptions ultimately shape practices in the school and what barriers exist in attempts to address childhood obesity effectively. I develop a case study utilizing ethnographic methods, including observation and interviewing, in a medium-sized elementary school in a Midwestern state to study the issue of childhood obesity in schools. I also conduct a focus group with classroom teachers and individual interviews with the school nurse, head cook, social worker and physical education teacher, along with the principal of the building and superintendent of the district. Acting as a participant researcher, I assist staff members and interact with students while observing during breakfast and lunch periods, recesses, and class time, particularly physical education classes. Context/Background Children, like their adult counterparts in the United States and other industrialized countries, are becoming obese at an alarming rate, and there are no obvious answers to this serious problem (Berg, 2005; Dietz, Bland, Gortmaker, Malloy, & Schmid, 2002; Okie, 2005; Toiano
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