DOCUMENT RESUME PS 022 907 ED 382 307 Eliades, Darby C.; Suitor, Carol West AUTHOR Celebrating Diversity: Approaching Families through TITLE Their Food. National Center for Education in Maternal anc Child INSTITUTION Health, Arlington, VA. Administration Health Resources and Services SPONS AGENCY (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. ISBN-1-57285-000-0 REPORT NO 94 PUB DATE MCU-117007 CONTRACT 83p. NOTE Clearinghouse, National Maternal and Child Health AVAILABLE FROM VA 22102 8201 Greensboro Drive, Suite 600, McLean, (while supplies last, single copies are available at no cost). Non-Classroom Use (055) Guides Books (010) PUB TYPE MF01/PC04 Plus Postage. EDRS PRICE *Cultural Adult Education; Cultural Differences; DESCRIPTORS *Educational Pluralism; Educational Attitudes; *Foods Strategies; Ethnic Groups; Family Programs; Instruction; Instructional Materials; Multilingualism; *Nutrition; *Nutrition Instruction; Teacher Attitudes; *Teaching Methods ABSTRACT educators This book is designed to help nutrition diverse clientele on issues related communicate with an increasingly strategies and ideas that can be to food and nutrition, presenting cultural backgrounds. Chapter 1 used with families from various demographics in tLe United States and addresses the changing cultural and food. Chapter 2 focuses on the relationship between culture recipes to open dialogues about techniques for using food stories and food patterns among immigrants nutrition. Chapter 3 examines changing 4 discusses food availability, and cultural groups, while Chapter traditional preparation, seasonings, family traditions, status foods, traditional celebrations, frequency of consumption. health beliefs, communicating with clients from and economics. Chapter 5 focuses on the need to listen and observe. different cultural groups, stressing reach the right family members, combine nutrition with social events, the age and experience of family and acknowledge the importance of strategies for working within community members. Chapter 6 presents in a 7 addresses the challenges of working groups, while Chapter provides practical advice for multilingual environment. Chapter 8 sharing important nutrition finding out what clients are eating, community. using resources available in the messages with them, and (MDM) (Contains a list of 23 resource materials. that can be made Reproductions supplied by EDRS are the best from the original document. C********************************************************************** ) I U S. Dr 1RTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) .441( This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy itO BEST COPY AVAILABLE , Pr" Celebrating Diversity Approaching Families Through Their Food Prepared for the USDAJDHHS Nutrition Education Committee for Maternal and Child Nutrition Publications Darby C. Eliades, M.P.H., R.D. and Carol West Suitor, D.Sc., R.D. Supported by the Maternal and Child Health Bureau, Services U.S. Department of Health and Human and the of Agriculture Food and Nutrition Service, U.S. Department Published by the and Child Health National Center for Education in Maternal Arlington, VA Cite as Families Eliades, D.C., and Suitor, C.W. (1994). Celebrating Diversity: Approaching Through Their Food. Arlington, VA: National Center for Education in Maternal and Child Health. Celebrating Diversity: Approaching Families Through. Their Food is not copyright- ed. Readers are free to duplicate and use all or part of the information contained in this publication. In accordance with accepted publishing standards, the National Center for Education in Maternal and Child Health (NCEMCH) requests acknowledgment, in print, of any information reproduced in another publication. The mission of the National Center for Education in Maternal and Child Health is families to promote and improve the health, education, and well-being of children and by providing a national focus for the collection, development, and dissemination of information and educational materials on maternal and child health; and collaborating with public agencies, voluntary and professional organizations, research and training and policy programs, policy centers, and others to advance education and program development. Established in 1982 at Georgetown University, NCEMCH is part of the Graduate Public Policy Program. NCEMCH is funded primarily by the U.S. Department of Health and Human Services through its Maternal and Child Health Bureau. ISBN 1-57285-000-0 Library of Congress Catalog Card Number 94-67621 Published by: National Center for Education in Maternal and Child Health 2000 15th Street North, Suite 701, Arlington, VA 22201-2617 (703) 524-7802 / (703) 524-9335 fax Internet: [email protected] While supplies last, single copies of this publication are available at no cost from: National Maternal and Child Health Clearinghouse 8201 Greensboro Drive, Suite 600, McLean, VA 22102 (703) 821-8955, exts. 254 or 265 / (703) 821-2098 fax This publication has been produced by the National Center for Education in Maternal and Child Health under its cooperative agreement (MCU-117007) with the Maternal and Child Health Bureau, Health Resources and Services Administration, Public Health for this Service, U.S. Department of Health and Human Services. Additional funding project was provided by the U.S. Department of Agriculture. CONTENTS iv Preface Acknowledgments vii Evaluation Form viii How to Use This Book Chapter 1: Introduction Chapter 2: Opening the DialogueUsing Food to Create Common Ground 7 Chapter 3: Changing Food Patterns 13 Chapter 4: Food Choices and How We Make Them 19 Chapter 5: Communicating with Clients and Families 31 43 Chapter 6: Working Within the Community Chapter 7: A Special Challenge 51 The Multilingual Environment 57 Chapter 8: Putting It into Practice 69 Resource List I Preface Communicating nutrition education messages to people from a variety of cultural backgrounds can be a challenging and rewarding experience. The challenge is magnified by the rapid changes in the racial and ethnic composition of the U.S. population. Nutrition educa- tors must learn to appreciate the importance of food within different cultures and cultural influences on the food choices people make. Then they need to develop strategies for working within a community and communicating effectively with community members. mo help nutrition educators meet the challenge successfully, this guide presents information and ideas gathered from many sources. We reviewed printed resource materials, talked with nutrition educators around the United States, and received feedback from experts in the area. We held two focus groupsone comprising nutrition profession- als (those with a formal degree in nutrition) and the other comprising paraprofessionals, peer educators, Expanded Food and Nutrition Education Program (EFNEP) workers, and others. The focus groups included participants representing more than 10 different cultures. In addition, we sent surveys to and held telephone interviews with more than 30 providers, including Head Start nutritionists, Special Supplemental Food Program for Women, Infants and Children (WIC) nutritionists and paraprofessionals, Indian Health Service nutritionists, and nutritionists from other programs serving culturally diverse popula- tions. Survey respondents gave suggestions for learning about new cultural groups in a community, training staff to work with these groups, providing nutrition or health education messages in new ways, helping families learn about and adjust to the American culture, and making families feel comfortable in a new setting. A panel of experts reviewed the document at several stages and provided practical suggestions for approaching families through their food. In Celebrating Diversity: Approaching Families Through Their Food, we present ideas and suggestionsnot to answer every question you may have, but to inspire some creative thinking about ways to cele- brate diversity and to communicate about food. The process of becom- ing a better nutrition educator may not be easy, but it will be well worth your efforts. Acknowledgments in the racial and In recognition of the rapid changes occurring of this guide was ethnic makeup of the U.S. population, preparation (USDA)/U.S. arranged by the U.S. Department of Agriculture (DHHS) Nutrition Department of Health and Human Services Publications. Education Committee for Maternal and Child Nutrition 1980 by the Assistant The committee was established in November Secretary for Food and Secretary for Health, DHHS, and the Assistant works to avoid duplication Consumer Services, USDA. This committee and make more effective use of efforts, ensure consistency of content, within the USDA of resources. It serves as a mechanism for agencies related to efforts in and DHHS to report on their plans and progress committee has increased maternal and child nutrition education. This of projects, improved the dissemination agency collaboration on joint stimulated coopera- information in the area of nutrition education, and tion in areas beyond nutrition education. Sofka, DHHSthe The guidance of Brenda Lisi, USDA, and Denise instrumental in the lead representatives from the two departmentswas and support of the other preparation of this publication. The advice also greatly appreciat- committee members throughout the project was and Myrtle Hogbin, Human ed. At USDA, thanks go to Carole Davis Food and Nutrition Nutrition Information Service; Doris Dvorscak, Partridge, Food and Nutrition Service; Sandy Facinoli and Natalie and Wells Willis, Information Center; and Elizabeth Tuckermanty Robin. Brocato, Head Start Extension Service. At DHHS, thanks go to of Health; Ann Prendergast, Bureau; Nancy Gaston, National Institutes Schiffman, Food and Drug Maternal and Child Health Bureau; Carole Service. Administration; and Karen Strauss, Indian Health and Mary Lewis, Heartfelt thanks are expressed to Norge Jerome Smith, focus group modera- consultants for this pioject, and to Linda Their vision and creativity helped tor, for their insight and expertise. Gratitude is also shape this document from the very beginning. Communications, expressed to Janice Hamilton and her staff at JMH document's style, organization, Inc., for their major contribution to the and readability. i 'gyp Appreciation is expressed to those who provided input and feed- back during the development of this document. Many people respond- ed to surveys, provided names of contact people working in this field, participated in telephone interviews and focus groups, provided inter- esting quotes and stories from their own experiences, or reviewed drafts. These include Kay Ach, Wanda Ag.iew, Jean Anliker, Regine Beakes, Tracy Beidleman, Felicita Bernier, Roni Roth Beshears, Lorine Bizzell, Joyce Borgmeyer, Bonnie Bradley, Katherine M. Brieger, Yvonne Bronner, Charles E. Cain, Marie! Caldwell, Nadia Campbell, Russ Circo, James 0. Cleveland, Jeanie Cochrane, Judy Cochrane, Claude Marie Colimon, Lorna Concepcion, Catherine Cowell, Anita Cruz, Kathy Davis, Maria deColon, Ofelia Dirige, Beverly Donehoo, Goulda Downer, Beverly Emamali, Connie Freeman, Mo Gaines, Yolanda Garcia, Carolyn Gleason, Elaine Goodson, Cheryl Gordon, Louise Hankins, Beverley Headley-Ayotunde, Wanda Inyang, Jean Johnson, Anna Kanianthra, Sowatha Kong-Chea, Benita L. Law-Diao, Nel ly T. Loo, Connie Lotz, Liliane Luarent, Maria Elena Martinez, Georgia McCarthy, Yvonne McKnight, Sandra Meneses, Taraneh Milani, Beverly Miller, Darlene Mizumoto, Joy Ngo, Phung Nguyn, Jean Collins Norris, Robyn Osborn, Lilia Parekh, Victoria Parrill, Ling C. Patty, Barbara Pinckney, Anna Qui la, Sondra Ralph, Ame lie G. Ramirez, Ronald Rhodes, Candida Rodriguez, Bounsou Sananikone, Irene Sanchez, Nia Seale, Jeanne Silberstein, Suganya Sockalingam, Rosa Solorzano, Joanne F. Stahl, Patti Stefanelli, Karen Stewart, Marilyn Thomas, Maria F. Tiangha, Zulma Vargas, Frances Vines, Grace Wang, Paulette Weir, Connie Welch, Gwynn West, Linda White, Sue Wilson, Judith Makimoto Woo, Sharon Yitalo, and Elenora Zephier. Finally, appreciation is expressed to colleagues at the National Center for Education in Maternal and Child Health (NCEMCH), without whose support this project would not have been possible. Our project assistant, Kelli Brooks, provided much needed assistance with recruit- ing focus group participants and organizing mailings. Paula Sheahan, Susana Eloy, and Kate Ryder provided conference support and attend- ed to the details that made the focus groups run smoothly. The exper- tise of the publications staffCarol Adams, copyeditor; Marcos I3allestero, designer/illustrator; and Chris Rigaux, communications directoris evident in this publication. Many thanks are also due to Pamela Mangu, Director, Division of Programs, and Rochelle Mayer, NCEMCH Director, for their continuous support throughout the project. this form, take a few Please help us improve future publications. Please copy Ulebrating Divetwity, and return the form to the minutes to share your comments about address given below. What is your occupation? 1. O Teacher O Peer Counselor O Nutritionist O Aide O Nurse O Registered Dietitian O Other (specify) O Health Educator What type of agency or facility do you work in? O Hospital O Public Health Clinic O Community Health Center O WIC Clinic O Health Coalition O National MCH Organization O Child Care Facility O State Health Department O Head Start Center O College or University O Other (specify) 0 No Do you find 0-is book useful? 0 Yes 3. all that apply.) Now do you plan to use this book? (Check 4. O Recommend to colleagues O Train staff or students O Use the information in my work setting O Develop an action plan for my organization O Other (specify) What is the most helpful part of this book? 5. What would make it more helpful? 6. Additional comments: 7. SEND TO: Editor, Celebrating Diversity and Child Health National Center for Education in Maternal VA 22201-2617 2000 15th Street North, Suite 701, Arlington, 1 How to Use This Book You may wish to use the entire book as a guide for learning to communicate effectively with a diverse clientele. Or depending on your needs, you may wish to turn to an individual chapter for more information on a specific topic. For example, look in chapter 3 for information about the process of acculturation and changes in food patterns, or in chapter 5 for help with communication skills in a multi- cultural environment. Information and ideas gathered from a diverse group of nutrition educators are presented in several different ways: Quotes LG: And so, I tell th( Look for text in italics to identify cookies, I have get my kids to quotes from stories told by the nutri- where they are-. tion educators. These quotes illus- and they say, -1 trate a communications technique these problems that is used in many culturesstories can do sowed:- and personal experiences are shared appreciate it. to convey information and wisdom indirectly. They illustrate points and spark new ideas on approaching nutrition education for families from many backgrounds. Real people talk about their real experiences. Chances are, you'll find these experiences to be very familiar. (With these quotes, the initials of the educator have been changed to preserve confidentiality.) 0 . ak