Perceptions of children, parents, and teachers regarding whole-grain foods, and implications for a school-based intervention.
OBJECTIVE
To identify perceptions of whole-grain foods and factors influencing intake by children, parents, and teachers as the basis for increasing intake by children within a school-based intervention.


METHODS
Focus group interviews with questions based on Social Cognitive Theory.


METHODS
After-school care programs in 4 elementary schools in a large metropolitan district in St. Paul, Minn.


METHODS
Seven, three and two focus group interviews with children (n = 40; grades K-6), parents (n = 18), and teachers (n = 11), respectively.


METHODS
Child and adult factors influencing intake of whole-grain foods, with a tasting activity to stimulate discussion.


METHODS
Qualitative data analysis procedures to generate common themes from encoded transcripts.


RESULTS
Adults and children were positive about sensory characteristics of whole-grain products. Knowledge of ways to identify these foods was limited. Taste preferences strongly influenced selection of bread and cereals. Children suggested that new school foods should look and taste good, be familiar, and be promoted through sampling, peer influence, and incentives. Adults suggested a gradual increase in whole-grain content of school meals.


CONCLUSIONS
Focus groups were useful in understanding perceptions regarding whole-grain foods and yielded valuable insight toward design of a school-based intervention.
Burgess-Champoux
Teri
T
Department of Food Science and Nutrition, University of Minnesota, St. Paul, MN 55108, USA.
Marquart
Len
L
Vickers
Zata
Z
Reicks
Marla
M
D000328:Adult; D001939:Bread; D002648:Child; D002675:Child, Preschool; D002523:Edible Grain; D005178:Faculty; D005260:Female; D017144:Focus Groups; D005518:Food Preferences; D006266:Health Education; D006293:Health Promotion / Q000379:methods*; D006801:Humans; D007407:Interviews as Topic; D008297:Male; D052756:Nutritional Sciences / Q000193:education*; D010290:Parents / Q000193:education / Q000523:psychology; D010465:Perception; D014481:United States