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A Case Study of Student and Staff Perceptions of the School Breakfast Program: Food for Thought from a College Preparatory High School for Underserved Students

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A Case Study of Student and Staff Perceptions of the School Breakfast Program: Food for Thought from a College Preparatory High School for Underserved Students Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 11-28-2018 A Case Study of Student and Staff Perceptions of the School Breakfast Program: Food for Thought From a College Preparatory High School for Underserved Students Jennifer Lucas Young Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Educational Leadership Commons Let us know how access to this document benefits ou.y Recommended Citation Young, Jennifer Lucas, "A Case Study of Student and Staff Perceptions of the School Breakfast Program: Food for Thought From a College Preparatory High School for Underserved Students" (2018). Dissertations and Theses. Paper 4655. https://doi.org/10.15760/etd.6539 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. A Case Study of Student and Staff Perceptions of the School Breakfast Program: Food for Thought From a College Preparatory High School for Underserved Students by Jennifer Lucas Young A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Dannelle D. Stevens, Chair Heather Burns Micki M. Caskey Lynn Santelmann Portland State University 2018 © 2018 Jennifer Lucas Young i Abstract Research suggests that participation in the School Breakfast Program positively impacts academic success by improving student behavior, cognitive functioning, and attendance. Additionally, the School Breakfast Program appears to improve food insecurity, overall health and weight-related issues. However, compared to the National School Lunch Program, participation in the School Breakfast Program has been historically low, especially at the high school level. Using an integrated composite framework, a combination of social cognitive theory and ecological systems theory, as the conceptual model, this qualitative case study explored factors influencing student breakfast eating and participation in the school’s breakfast program within a college- preparatory high school serving culturally diverse, predominantly low-income students. I used an all-staff survey as a qualitative data collection tool, and semi-structured interviews with school staff, student focus groups, and a Draw-A-High-School-Student- Breakfast Test to collect qualitative data. Using thematic networks as an analysis tool, I examined the attitudes, beliefs, and behaviors of school staff and students about breakfast eating and participation in the school’s breakfast program. The study found that communication about the School Breakfast Program, arriving to school in time to eat, and relationships with food service staff, influence participation in the School Breakfast Program. The findings are discussed in terms of their significance on practice and policy within both education and public health sectors. The study concludes with recommendations for future research. ii Acknowledgements I am grateful to my dissertation committee: Dannelle D. Stevens, Heather Burns, Micki M. Caskey, and Lynn Santelmann. Your feedback and edits on my earlier work helped me think more broadly, improve my APA, and explore my biases. I truly appreciate your guidance and your willingness to painstakingly read through my work and provide constructive feedback. I am so grateful to have worked with Dannelle as my dissertation chair. For me, Dannelle was the “Auntie Mame” of advisors. From our numerous meetings over the years, I always took away “words of gold” and plants for my garden. I truly appreciate Dannelle’s positive attitude, and her everlasting belief that I could get this done. Dannelle is an exceptional role model. I am also grateful to my friend and colleague, Crista Hawkins, whose passion for increasing participation in the School Breakfast Program focused me on this topic. I am also grateful to my friend and colleague, Robin Stanton, who has been my “other half” in public health, and whose skills I value so much. Lastly, I dedicate this work to my husband, John, for his patience as I spent the last 4 years sitting next to the gas stove with papers and books strewn around me; my children, Cecelia, Freddy, and Lucy for saying it was “cool” that I was working on another degree; to my friend and colleague, Joyce Dougherty, for her unending encouragement; and to my dear friend Marcie Gowan for being a wonderful inspiration. iii Table of Contents Abstract ................................................................................................................................ i Acknowledgements ............................................................................................................ .ii List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction ........................................................................................................1 Background of the Study .................................................................................................3 Statement of the Methods and Research Questions .........................................................8 Significance of the Study ...............................................................................................10 Presentation of Methods and Research Questons ..........................................................11 Study Limitations ...........................................................................................................14 Definition of Key Concepts ...........................................................................................15 Chapter 2: Literature Review .............................................................................................21 Theoretical Framework ..................................................................................................22 Review of the Research Literature .................................................................................29 Summary of Research Literature ...................................................................................51 Chapter 3: Methods ............................................................................................................54 Research Design.............................................................................................................55 Case Study .....................................................................................................................58 Participants .....................................................................................................................61 Procedures, Instruments, and Measures .........................................................................62 Role of the Researcher ...................................................................................................71 Data Analysis Procedures ..............................................................................................72 Summary of Methods .....................................................................................................74 Chapter 4: Results/Analysis ..............................................................................................76 Analysis of the Data and Presentation of the Results ....................................................77 Thematic Networks ........................................................................................................94 Interpretation of the Findings.......................................................................................103 Research Questions ......................................................................................................115 Limitations of the Study and My Role as a Researcher ...............................................119 Summary of Analysis ...................................................................................................121 iv Chapter 5: Discussion and Conclusion ............................................................................123 Synthesis of Findings ....................................................................................................124 The Case Study Situated in a Larger Context ...............................................................130 Implications for Education and Public Health Policy and Practice ..............................134 Conclusion ....................................................................................................................137 References ........................................................................................................................139 Appendix A. Consent Forms............................................................................................161 Appendix B. Staff Survey Questions ...............................................................................168 Appendix C. Semi-Structured Interview Questions for Administrators and Staff ..........171 Appendix D. Focus Group and DAHSSBT Script...........................................................183 v List of Tables Table 1: Research Question Alignment
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