—-—...._~—..~-~ ”Mm“ 4E.” This is to certify that the thesis entitled An Adaptation of the Paulo Freire Method for Health and Nutrition Education Among Mexican—American Migrant Families presented by Beth Sandlin Witcher Pruitt has been accepted towards fulfillment of the requirements for MS degree in W W/@ Nhkwmmkwm Date Z//S"/g‘o 0-7839 lllllllllllllll OVERDUE FINES: 25¢ per day por tu- RETUMIm LIBRARY MATERIALS: Place in book return tore-o charge from circulation rocol ‘ WW has to ma 24 6 . @137; ”'2 9:321 ‘23-" 192 K 271 n.7,“ I 2" O 8833.42.12 U'Ul 08199 ll I t n . " .. “-1 ’1‘ v 1': 7) '7 197 AN ADAPTATION OF THE PAULO FREIRE METHOD FOR HEALTH AND NUTRITION EDUCATION AMONG MEXICAN-AMERICAN MIGRANT FAMILIES By Beth Sandlin Witcher Pruitt A THESIS Submitted to Michigan State University in partial fulfillment of the requirements fbr the degree of MASTER OF SCIENCE Department of Food Science and Human Nutrition 1980 ABSTRACT AN ADAPTATION OF THE PAULO FREIRE METHOD FOR HEALTH AND NUTRITION EDUCATION AMONG MEXICAN-AMERICAN MIGRANT FAMILIES By Beth Sandlin Witcher Pruitt Demographic, health status and dietary pattern data were collected from nineteen Mexican-American migrant homemakers residing at the Basore Farm migrant camp, July-August, 1979. High blood pressure, anemia and obesity were found to be the most reported health conditions among these homemakers. The calculations of percent of the Recommended Dietary Allowances (RDA) adjusted for sex, age and weight resulted in means of less than 66 percent of the RDA's for vitamin B6’ vitamin B12, folic acid, total vitamin A, vitamin D and cal- cium. An adaptation of the Paulo Freire method was used to determine if Mexican-American migrant families could be in— volved in meetings about health and nutrition. The Paulo Freire method, as adapted for this study, did not result in problem-solving sessions about health and nutrition topics. Local residence at the camp was a significant indicator of attendance at camp meetings. DEDICATION to MARISA IARA PRUITT, for her patience. ii ACKNOWLEDGMENTS The author extends deepest appreciation to: Dr. Kathryn Kolasa for her support and encouragement of both the research project and the researcher. Dr. Paulo Freire for his personal guidance during the early stages of this project. Dr. Carolyn Lackey, Dr. John.Hunter and Ms. Margaret Bucklin for their participation in my graduate program and in this project. Carmen.Martinez, for her insights and for the time and energy she devoted to being a research assistant. The Basore family for their cooperation. The families of Basore Farm migrant camp for welcoming me into their homes and lives and for their cheerful participa- tion in this project. Harriet and Sidney Beckwith for shelter, peace and harmony. Amy Slonim and Jose Lucindio for their love, support and unrelenting encouragement. Financial support for this project which came from Biomedical Research Funds through Michigan Agricultural Experiment Sta- tion (Project No. 3172): Michigan Cooperative Extension Service; Department of Food Science and Human Nutrition; Center for Nutrition Education; and Michigan Economics for Human Development. iii TABLE OF CONTENTS LI ST OF TABLES I I I I I I I I I I I I I I I I I I CHAPTER I. II. III. IV. V. VI. VII. INTRODUCTION . . . . . . . . . . . . . . . REVIEW OF LITERATURE . . . . . . . . . . . METHODS AND PROCEDURES . . . . . . . . . . THE RESEARCH SITE . . . . . . . . . . . . RESIJI’TS I I I I I I I I I I I I I I I I I DISCUSSION I I I I I I I I I I I I I I I I SUWARY I I I I I I I I I I I I I I I I I LIST OF REFERENCES APPENDICES APPENDIX 1. FOOD BEHAVIOR FORM AND TWENTY—FOUR HOUR DIETARY REC AIIL FORM I I I I I I I I I I 2. INTERVIEW SCHEDULES (ENGLISH AND SPANISH) 3. GENERATIVE CONCEPTS - LIST 1, LIST 2, LI ST 3 I I I I I I I I I I I I I I I I 4. PHOTOGRAPHS FOR NUTRITION EDUCATION PRESENTATION I I I I I I I I I I I I I 5. KINSHIP MAP OF FAMILIES AT THE BASORE FARM MIGRANT CAMP. JULY-AUGUST, 1979 . . . . iv Page 18 3h 43 65 80 87 88 100 102 106 LIST OF TABLES Table 1. Distribution of Population at Basore Farm Migrant Camp, July-August, 1979 (n=llz) . . . 2. Profile of Homemakers on Basore Farm, Stock- bridge, MI, July—August, 1979 (n=l9) . . . . 3. Profile of Households on Basore Farm, Stock- bridge, MI, July-August, 1979 (n=l9) . . . . A. Homemaker's Self-Reported Contact with Medical Professionals Within a One-Year Peri-0d (n=19) I I I I I I I I I I I I I I I I 5. Homemaker's Self-Reported or Researcher Observed Health Conditions (n=l9) . . . . . . 6. Illnesses Homemakers Believe Most Common Among Mexican—American Migrants . . . . . . . . . . 7. Nutrition-Related Problem Homemakers Believe Most Common Among Mexican—American Migrants . 8. Foods Reported by Homemakers as Important, Good for Health, Bad for Health, Purchased with Little Money, Purchased with Additional Money, and Favorite . . . . . . . . . . . . . 9. Homemaker Mean Nutrient Consumption or Mean Percent Recommended Daily Allowances for Total Day for Twenty-Four Nutrients (n=l9) . 10. Number of Homemakers Not Meeting and Those Meeting More Than 100% of the Recommended Dietgry Allowances for Selected Nutrients n=l I I I I I I I I I I I I I I I I I I Page “3 45 47 50 51 53 53 58 6O 62 LIST OF FIGURES Figure Page Figure l: Basore Migrant Camp . . . . . . . . . . . . 28 vi CHAPTER I INTRODUCTION A high incidence of health and nutrition problems among Mexican-American migrant families had been reported by pro- fessionals working with them. The Migrant Legal Action Pro— gram (1974) found that a farmworker's life expectancy is twenty years less than that of the average American and that infant and maternal mortality rates are two and a half times higher than the national average. In August, 1976 a study of migrant farmworkers was con- ducted in Kent County, Michigan (Callaghan, 1977). Over- weight and obesity were found to be occurring in 76 percent of the adult population. Callaghan's summary of factors adversely affecting the health status of these migrant farm- workers indicated additional nutrition-related problems: diabetes, hypertension, dental problems and a lack of know- ledge of nutritional needs. Observations at the Mason, Michi- gan Migrant Health Clinic confirmed that the migrant popula- tion is overweight with little knowledge of nutritional needs. Limitations in cooking, eating and storage facilities were reported to have a negative effect on migrant nutritional status (Zeigler, 1978). In a needs assessment prepared by Michigan Economics for Human Development (MEHD), Potashnik 2 (1979) stated that obesity, diabetes and hypertension were frequently seen in the adult migrant population in Michigan. Many of the health and nutrition problems observed in this population resulted from conditions inherent to their nomadic lifestyle, such as poor housing conditions, health care and education. Educational intervention with this population has been hampered by a high rate of mobility as well as language and cultural barriers. Migrants have not been educationally oriented in their lives nor do they view education programs as relevant to their needs (Mikrut, 1970). Evaluations of intervention programs have shown that traditional methods have met with little success in changing behavior patterns of this population. Bailey (1970) reviewed the Texas Agri- culture Cooperative Extension Study of 1,700 Mexican-American families completed in the 1960's. Pfannstiel and Hunter (1967) sought to determine the most effective teaching method to reach this group and found little evidence of change in basic dietary intake after intervention regardless of which educational method was used. Chase, Larson, Massoth, Martin and Hierenberg (1973) found that Expanded Nutrition Aides (ENP) may have helped Mexican-American families improve their nutritional status but the effectiveness of the aides when measured by nutrient intake of the homemaker was not statis— tically significant. The data from these nutritional studies indicate a per- sistence of dietary problems among the Mexican—American population over a twenty year period. Researchers who have attempted to evaluate nutrition intervention programs with migrant populations, Mexican-American populations and Mexi— can-American migrant populations have found current methods ineffective in changing behavior. This study assesses the potential use of an adaptation of the Paulo Freire method of education (a process of problem solving, dialogue, reflection and action) as a means of nutri- tion and health education among Mexican-American families. 'féeiéé's methods were originally developed and implemented for the purpose of literacy training in northeastern Brazil, Chile and later in Guinea-Bissau (Freire, 1970a, 1970b, 1978). Freire viewed the act of acquiring knowledge as a means \m__ through which people can analyze critically the culture which has shaped them and move toward reflection and positive action upon their world. The Freire method demands that '—'— .s; people learning concepts also be involved in the critical analysis of the social framework in which they exist. Drummond (1975) researched an adaptation of the Freire method for nutrition education in northeastern Brazil. It was found that the people in the four villages studied were interested in participation in meetings about nutrition. These village people responded to these meetings by discuss- ing with the researcher the topics presented. The researcher concluded that these meetings led to a beginning of a commu- nity understanding of their nutritional situation and an expressed desire to instigate action to ameliorate their situation. The objective of this study was to identify if Mexican- American migrant families on a Michigan farm could be in- volved in meetings about health and nutrition in such a way that they would become aware of their health and nutrition problems and want to be involved in action to correct them. The Paulo Freire method of coded visual aids from which uncoding would lead to group identification and understanding of these nutritional problems was selected to establish if the objective could be accomplished. Demographic, health status and dietary pattern data were collected via partici- pant—observation, an interview schedule and an oral twenty- four hour dietary recall. This information served as back— ground material for the implementation of the Freire method by this researcher. Working Definitions Coordinator: The researcher who interacts with the partici- pants in dialogue and exchange to educate and be educated. Participants: Target group with whom the coordinator is researching the thematic universe, coding and decoding. Generative Words and Concepts: The ideas, values, concepts and hopes of a specific group of people at a given point in time, as well as the obstacles which impede the attainment of them. Codification: The representation of a situation depicting some of its constituent elements in interaction. These situations must be those easily recognized by the people, presented in the form of posters, painting or slides. Decoding: The description and discussion of the coded ele- ments such that the participants enter into the situation and achieve an understanding and a perception of their own cultural reality. Conscientization: An awakening by which people achieve a deepening awareness of the socio-cultural reality which shapes their lives and of their capacity to transform that reality. Thematic Universe: The composite of all the ideas, values, concepts and hopes of a specific group of people at a given point in time. CHAPTER II REVIEW OF LITERATURE The Migrant Farmworker: A National Overview A migrant farmworker is defined as "a seasonal farm— worker who performs or has performed farmwork during the pre- ceding twenty—four months which requires travel such that the worker is unable to return to his/her domicile (permanent Vplace of residence) within the same day" (Garcia, 1979). Almost two-thirds of the migrants in the United States are of Hispanic origin, including Puerto Ricans, Mexican- Americans and legally or illegally entered Mexicans. The socio-economic situation of the Mexican—American migrant farmworker has been described as bleak (Lindborg and Ovando, 1977: and Dunbar and Kravitz, 1976). Some have sug- gested that these workers are the most poorly paid and least protected group of workers in the United States. Their wages are low, and they lack political representation because they are migratory. No government agency effectively monitors u... x." .r. ~-— the conditions under which they work, live and travel. Migrant farmwork is the only option for a group of people for whom there is no other means of earning a living and for whom no better opportunities exist (Dunbar and Kra- vitz, 1976). They have migrated because of the lack of work or the lack of availability of work they could do in home communities (Reul, 1967). Migrants have the lowest educational level of any occu— pational group in the country (Lindborg and Ovando, 1977). In 1970, the average migrant farmworker had completed only five years of school. Ninety percent of the children of migrant farmworkers do not complete high school. Ill health is a problem of migrant farmworkers (Reul, 1967; Dunbar and Kravitz, 1976: Shenkin, 1974; and Lindborg and Ovando, 1977). Infant mortality for migrants is twenty percent higher than any other group in the United States. Life expectancy is twenty years less than the average Ameri— can. The evidence of infectious and parasitic diseases of the respiratory and digestive systems is five hundred percent higher among migrant workers than among the population as a whole (Dunbar and Kravitz, 1976). Nutritional deficiencies of the B vitamins, vitamin A and iron are also frequent among migrant workers, especially children. Migrants, in general, suffer more chronic and acute illness than the majority of the American population (Shenkin, 1974). The level of health is low, and so is the level and amount of medical treatment. The Migrant Farmworker: Michigan Michigan has the second largest seasonal farm labor forcein the country (National Migrant Information Clearing- house (NMIC), 1974). Tens of thousands of out-of—state migrant farmworkers have been employed annually in the harvesting of crops. These migrants form part of the mid— continent stream that has come from the lower Rio Grande valley in Texas to the midwest (Reul, 1967: Shenkin, 1974; and Dunbar and Kravitz, 1976). In the lower peninsula of Michigan, migrants have been employed in approximately fifty counties from early May through November (State Health Plan- ning Advisory Council, 1974). In 1963, the seasonal peak was close to 70,000 workers. This figure declined to 25,000 workers by 1974. Mechanization and an increase in the mini— mum wage are cited as reasons for the decline in migrant workers. Davila (1979) of Michigan Econimics for Human Develop- ment (MEHD) estimated 30,000—40,000 migrants in the State of Michigan fer the 1979 season. This agency actually served 5,000 migrants during 1979, impacting upon a total of 12,000 persons. Eshaki (1979) of the Rural Manpower Division, Michigan Employment Security Commission, estimated 22,h50 migrant workers in Michigan during 1979. The Michigan Civil Rights Commission (1969) studied the status of migrant farmworkers and reached the following con— clusions: l) The migrant population is excluded from full participation in the life of our society; 2) The network of laws, policies and practices traps migrants economically and politically; and 3) The migrants' position is substantially damaged by lack of adequate housing, lack of minimal social and health services and lack of reasonable educational benefits. Although conditions have improved in the last ten years, further studies of migrant workers in Michigan (Ferguson, Haney and Ready, 1974; Callaghan, 1977: Zeigler, 1978: and Potashnik, 1979) indicated that the status of the Michigan migrant farmworker continued to parallel that of other farm- workers in the United States. Occupational status was low while occupational hazards remained high. The educational level of the Michigan migrant farmworker was comparable to the national educational level of migrant farmworkers. Hous- ing conditions remained poor. Health problems were varied and multiple and continually aggravated by the migratory lifestyle. Mexican-American and Migrant Nutrition in the U.S.A. Nutrition studies of migrant populations in the United States were limited in both scope and depth. As a body of work, all studies verified that the Mexican-American migrant population is a nutritionally high risk population with many and varied problems. Two national studies, the Ten State Nutrition Survey (U.S. Department of Health, Education and Welfare (USDHEW), 1972) and the Preschool Nutrition Survey (Owen and Jetal, 1974), identified some nutritional problems of the Mexican- American population. In the Ten State Nutrition Survey (USDHEW, 1972), seven- teen percent of the h0,000 persons sampled were Mexican- Americans. The results indicated: 1) Malnutrition or the risk of malnutrition among low income persons, especially 10 among Black and Mexican—American populations; 2) Obesity among adult women, children and adolescents: 3) A high inci- dence of vitamin A deficiency, especially among Mexican- Americans in Texas; A) Poor dental health; 5) Widespread iron deficiency anemia: and 6) Protein, riboflavin, vitamin C and growth/development inadequacies. The Preschool Nutrition Survey (Owen and Jetal, 197A) had a lower percentage of Mexican-Americans in the sample than the Ten State Study. However, Mexican-American children in the south-central and southwestern states had the lowest levels of plasma retinal (vitamin A) measurement. Lanz and Wood (1958) surveyed 365 elementary children in Las Cruces, New Mexico. The Mexican-American diets were lower than their Anglo counterparts in energy, calcium, vitamin A, riboflavin and ascorbic acid. In 1971 (Chase, Kumar, Dodds, Sauberlich, Hunter, Burton and Spalding), 300 Mexican-American migrant children were studied in Colorado. Vitamin A deficiency was the major nutritional problem of these children. Larson, Dodds, Massoth and Chase (1974) also found vitamin A deficiency to be the most common and critical nutritional deficiency among Mexican-American children in the lower Rio Grande valley in Texas. Supportive dietary data suggested that vitamin D deficiency might also be widespread. The heights and weights of these children were below standard indicating general under nutrition. One-third of the pre- school population measured in San Ysidro, California (Acosta, Aranda, Lewis and Read, 1974) had heights one or more 11 standard deviations below the mean of the Iowa growth stan- dards and one—fourth of the children had weights below the sixteenth percentile. Serum folic acid was the most common deficiency observed in low income pregnant women of Mexican descent in California (Jacob, Hunt, Dirige and Swendseid, 1976). Thirty percent of the women had low hematocrits and fifteen percent showed biochemical evidence of multiple nutrient deficiencies of the B vitamins, vitamin A and iron. Cardenas, Gibbs and Young (1976) investigated the nutritional beliefs and practices of primagravida Mexican-American women. These women showed little knowledge of food as a nutrient source. Their diets were found to be low in iron, calcium and vitamin A. Working conditions in the field, lack of shelter and poor sanitation in the camps and the fields have been factors contributing to the health and nutritional problems of the migrant population (Bradfield and Brun, 1970). Larson gt g1; (1974) concluded that limitations in cooking and eating fac- ilities affect the types of foods eaten and the frequency of meals and question whether the extreme poverty of this popu— lation renders good nutritional status an unattainable goal. Mexican-American Dietary Patterns The basic trilogy of the Mexican diet has been chile, tortillas and beans (Leon, 1961). These foOds have also been found to be the basis of the Mexican-American diet. Bruhn and Pangborn (1971) found beans and tortillas to be foods liked by 100 percent of their Mexican-American migrant 12 sample population. These two foods were also found to be among those most frequently served. These same foods were frequently served by Spanish-speaking homemakers in New Mexico (Day, Lentner and Jaquez, 1978). Tirado (1977) found chile, beans and tortillas to be the most frequently served foods among Mexican—Americans in the Lansing, Michigan area. Research describing Mexican-American dietary patterns indicated that the Mexican trilogy of chile, beans and tor- tillas is still common. This basic diet is supplemented by other typically Mexican foods such as rice, tacos, tamales, enchiladas and picadillo (Bruhn and Pangborn, 1971 and Tirado, 1977). Migrant Nutrition: Michigan In August, 1976 a study of migrant farmworkers was con- ducted in Kent County, Michigan (Callaghan, 1977). In that study, primarily English-speaking farmworkers were inter- viewed because the Mexican-American migrant population (a majority of Michigan's migrant farmworkers) had already left Michigan. Problems of overweight and obesity were found occurring in seventy-six percent of the surveyed population. A summary of factors adversely affecting the health status of this sample of migrant farmworkers indicated these addi- tional nutritional problems: high prevalence of dental prob- lems, lack of knowledge of nutritional needs, lack of know- ledge of normal growth and development of children, lack of knowledge regarding safe food handling and sanitation and lack of knowledge of wise use of limited food money. 13 Observation at the Mason Migrant Clinic (Zeigler, 1978) confirmed that the migrant population was an overweight popu- Iation with little knowledge of nutritional needs. Zeigler (1978) stated that limitations in cooking, eating and storage facilities were observed to have a negative effect on migrant nutritional status but did not specify what these effects were. In a needs assessment prepared by Michigan Economics for Human Development (MEHD), Potashnik (1979) stated that obesi- ty, diabetes and hypertension were frequently seen in the adult migrant population in Michigan. This statement was based on observations of patients attending migrant clinics. Participation of Michigan Migrants in Food and Nutrition Programs The Food Stamp Program was the only program of the Department of Social Services significantly utilized by migrants (Cavenaugh and Lynch, 1977). Officials of the State of Michigan Department of Social Services had prepared a fbod stamp certification manual dealing specifically with procedures for certifying migrants and seasonal farmworkers (United States Department of Agriculture (USDA), 1976). Eligibility for the Food Stamp Program was based on income, household status, work registration and number of dependents. Established residence was not required (NMIC, 197“). A major problem for migrants potentially eligible and actually participating in the Food Stamp Program was determining house- hold net income fOr food stamp certification (USDA, 1976). 14 Section 103(a)(6) of Title 1, The Elementary and Secon- dary Education Act, provided federal funds for establishing or improving education programs fbr children of migrant wor- kers. These programs included a food service component. In the summer, 1974, twenty-eight summer migrant programs were in operation around the state (House Committee on Public Health (HCPH), 1975). Smith Elementary School in Stockbridge, Michigan was one of the schools in Ingham County with a Title I migrant education program. Children attending this program during June and July received breakfast and lunch at the school (NMIC, 1974). Migrant mothers, infants and children found it difficult to receive benefits from the special supplemental feeding program for women, infants and children (WIC) for a number of reasons. The major reasons were the mobility of the mi- grant population and limitations on local WIC outreach efforts (HCPH, 1975). Migrants who qualified for WIC sometimes were not accommodated due to limited program size (Cavenaugh and Lynch. 1977). In June - August, 1979 WIC served 50 to 60 migrants in Ingham County which had a total clientele of 2,100 (Fauquher, 1979). In order to reach more migrants, WIC needs to increase their outreach services and facilitate transference of eligi— bility between states (USDA, 1976; Fauquher, 1979). Food Stamps, Title 1 and WIC are all food programs which service migrants in Michigan. All of these programs must 15 take the special needs of the migrant population into account in order to adequately service these workers and their families. PaulggFreire Philosophy Paulo Freire (Freire,1970a)i£;a.Brazilian educator who developed an educational philosophy after observing the misery and oppression of the poor in his native Recife, Pernambuco, Brazil. He saw these people as victims of an economic, social and political domination which had left them ignorant and ill-equipped to handle their own reality. Freire then asked how these oppressed peoples could partici- pate in a development that would lead to their own liberation. In answering this basic question, Freire designed an educa- tional methodology to be an instrument of "conscientization" (see definitions, page 5) of oppressed persons such that they would perceive their own personal and social reality and become equipped to handle it critically. Freire Methodology The Freire methodology must first be examined in terms of two educational systems identified by Freire as the bank— ing system of education and problem-posing education (Freire, 1970a, 1970b, 1973, 1978). The banking concept of education is_a system whereby a teacher deposits knowledge into stu- dents which they must receive, file and store. Banking edu- cation minimizes student creativity and serves to further the ideas and interests of the oppressors. The teacher is 16 the subject of such a learning process and the students are receptive objects. In problem-posing education the teacher and the students become critical co—investigators. Problem— posing education is based on creativity, serving to stimu- late true reflection and action upon reality. In problem— posing education, men and women develop the power to criti- cally perceive and cope with the reality in which they exist. Freire's educational method was developed as a means of literacy training for peasants in northeastern Brazil. Implementation of this method is divided into four distinct phases. The first phase is thematic investigation of the parti- cipants' universe. A research team with participant volun— teers frequents the target area as sympathetic observers. All aspects of the life of the participant population are observed and interpreted by the research team in group dis- cussions. The second phase results from the thematic investiga- tion and automatically leads into coding, phase three. This phase is the identification of generative concepts which are ideas, values, concepts and hopes of a specific group of people at a given point in time, as well as obstacles which impede the attainment of them. Phase three is the codification of the generated con- cepts. Situations familiar to the target population are coded into visual representations, such as photographs and sketches. Codification must be neither overly explicit nor l7 overly enigmatic. The organization of the codification should be such that one concept naturally leads to the next concept. Decoding is the final stage. During this phase the researchers return to the field to initiate decoding dia- logues with the participants in order to describe and dis- cuss the coded elements such that the participants enter into the situation, thus achieving an understanding and a percep- tion of their reality. CHAPTER III METHODS AND PROCEDURES This study contained two components. The methods used in the first component of this study were participant obser- vation, an interview and a twenty-four hour dietary recall of homemakers. The second component of this study involved coding and decoding of generative nutrition concepts for the purposes of nutrition education with homemakers. Specific factors studied were demographic, health sta- tus and dietary patterns of Mexican—American migrant home- makers at Basore Migrant Camp and the feasibility of the Paulo Freire method as a means of nutrition education among this sample population. The research was conducted by a graduate student in human nutrition, hereafter called the researcher, with an assistant, a migrant youth, hereafter called the research assistant. Sample The total population for this study was defined as those families residing at the Basore Migrant Camp during July and August, 1979. Nineteen families were then identi- fied as residing at the camp during this period. The research sample was defined as the primary female (homemaker) in each 18 19 family. The sampling goal was to include 100 percent of the defined sample. Interview Schedule Development An original fifty-five question interview schedule was developed before entering the field. The interview schedule was translated into Spanish by the researcher and a graduate student in Spanish literature. The questions were developed after a review of literature on Mexican-American nutritional status and the Paulo Freire method and discussion with univer- sity professionals. The researcher also discussed implemen— tation of the Freire method with Paulo Freire (Freire, 1979) in July, 1979. The interview schedule combined open-ended and forced-choice questions. The demographic questions were designed to yield a pro- file of the migrant homemaker. Health-related questions were to determine frequency of selected conditions and frequency of contact with medical professionals. Dietary questions sought to identify concepts and patterns related to eating habits. Many of these questions were based on the Food Behavior Form (Appendix 1), a tool used by Cooperative Exten- sion Services' Expanded Nutrition and Food Program (ENFP) aides working with individual homemakers. The questions selected were chosen after discussion with Ingham County ENFP aides identified those needs of their homemakers included in this form. The twenty-four hour dietary recall (Chris- takis, 1977) was selected as an additional tool administered 20 to obtain dietary information. The interview schedule was approved by the Michigan State University Committee for Research Involving Human Subjects. The Interview Schedule, Food Behavior Form and twenty-four hour dietary recall form appear in Appendices 1 and 2. Pretesting The pretesting of the interview schedule was conducted in Ingham.County. A Mexican-American ENFP aide from Ingham County selected Spanish—speaking homemakers of Mexican des- cent to be interviewed, arranged the appointments and accom- panied the researcher fbr purposes of introduction. All pre- testing interviews were conducted in Spanish. Necessary minor revisions were made after pretesting including the rewording of selected questions for clarity. Administration The interview schedule was administered to each home- maker individually by the researcher. All homemakers were interviewed in their own house. The interview schedule was anticipated to take one hour to administer and the twenty- four hour dietary recall approximately one half hour. Quan- tities for the twenty-four hour recall were estimated by the use of hand and finger motions. These two tools were admin- istered separately or together depending on the discretion of the researcher based on circumstances encountered in the field. 21 Participant Observation and Key Informants Participant observation was employed in this project (Spradley and McCurdy, 1972). One family became key infor- mants, members of the community with whom a rapport is estab— lished and from whom information can be obtained. The family consisted of parents and seven children ranging in age from four to nineteen years. The mother of the family was willing to openly discuss customs, values and beliefs with the re- searcher. The fbur teenagers in the house as well as the father also participated in discussions with the researcher. At the end of each day, conversations and observations of both an objective and subjective nature were recorded by the researcher in a field notebook. During the month of August, the researcher was able to eat a midday meal with the family daily. This provided insight into family inter— action, daily scheduling, food preparation and dietary habits. Conversations with other camp members also were recorded in the field notes as were observations. Research Assistant Paulo Freire advocates a research team doing preliminary participant observation in the field before the implementa- tion of any education (Freire, 1970a). For this team, Freire has advocated the inclusion of members of the community. Although the use of a team was not explored for this project, the researcher employed a teenage field worker as a research assistant. This opportunity was made possible by Michigan 22 Economics fbr Human Development (MEHD) with a Youth Grant to pay teenage migrant workers for career development jobs designed by other agencies. Four young women were inter- viewed by the researcher and a Mexican-American ENFP aide. Carmen Martinez, a seventeen-year-old migrant worker from Donna, Texas, was then hired as the research assistant for this project. Carmen was selected because of the poise, self-confidence and interest in the project that she demon- strated during the initial interview. Traininggof Research Assistant Training of the research assistant was done by the researcher during evening and weekend meetings. Three speci- fic training sessions were held in her home. The first session served to explain the project and the role which she would play during the research period. Ms. Martinez was given the research proposal to read and introduced to the three forms that would be administered: an initial consent form, the interview schedule and the twenty-four hour dietary recall. A second session was held to review and discuss the interview schedule as it would be implemented. Ms. Martinez was asked each question, gave her own personal answer and discussed the intent of the question with the researcher. A third training session was held to develop skills in administering the twenty-four hour dietary recall. This was done by the researcher and research assistant doing recalls on each other, taping those sessions and then comparing and 23 critiquing them. Ms. Martinez also practiced taking twenty- four hour dietary recalls on her family. These recalls were later reviewed and critiqued by the researcher. Role of Research Assistant Ms. Martinez worked in the fields and lived in the camp with the homemakers to be interviewed. She introduced the project to these women by discussing it with them during work. She also visited the women in their homes, explained the project to them in greater detail and obtained signa- tures on the consent forms. She provided the researcher with feedback from the women and information about cultural be- liefs and values. The research assistant had a time commitment to the project of twenty hours per week. These hours were worked in the evenings and on weekends at times when there was no work being done in the fields. Freire Method The Paulo Freire method of educationitsdivided into four distinct phases: a period of participant observation: the selection of the generative concepts to be coded: the codification of the generative concepts into situations re- presentative of the lifestyle of the target population: and the decoding of these situations by the researcher and camp members at group meetings (Freire, 1978). The initial phase of implementation of the Paulo Freire method, participant observation, was initiated in mid-June, 24 1979 and continued through July, 1979. This involved weekly or bi-weekly visits by the researcher to the camp. During this phase the researcher familiarized herself with the camp environment, met camp families, trained the research assis— tant, identified and had discussions with key informants. Observations were recorded in the field notebook and dis— cussed with the research assistant. A second facet was contact with agencies and personnel involved with migrant workers in the Stockbridge area. Agencies and personnel contacted were Mr. David Basore, Cooperative Extension Service, Migrant Summer Education Pro- gram, Michigan Economics fer Human Development, Mason.Migrant Clinic and Department of Social Services. All observations from these contacts were recorded in the field notebook. Generative Concepts An original list of generative concepts (Appendix 3) related to nutrition and the Mexican-American migrant was developed after a review of available literature and before contact with the research population. After the period of participant observation, the researcher assembled a second list of generative concepts. Lists were fbrmulated from discussions with the research population. The concepts represent both those generated by the participants as well as those subjectively observed by the researcher to be important. The list was reduced to seven concepts and reworded in question form in language that would be relevant to the research population. 25 A third list of generative concepts was developed after the first camp meeting. This list was based on the response obtained from the interview schedule (Appendix 2). Coding for the First Camp Meeting The concept coded was - "What types of foods do our children need to grow well and be healthy?" This concept was selected because 1) Children were observed to have irre— gular eating habits, frequently eating when and what they selected. This resulted in a diet consisting of'many high calorie snack foods and hardly any fruits and vegetables: 2) In discussions with the researcher, parents indicated little or no knowledge regarding which foods were important for child growth and development or why these foods were necessary: 3) A value among these families that was observed by the researcher and reported in the literature was high esteem for their children and for family life (Colon, 1978): and 4) Although the problem of overweight was the most fre- quently discussed concept, it was of a personal nature and did not lend itself to group discussion. Discussion with Paulo Freire (Freire, 1979) led to a decision to use color slides as the method of codification (see definitions, page 5). The researcher discussed with Freire the use of black and white or color slides. Freire stated that he had never found a significant difference between the 72 two types of slides, but that since the migrant life was so ’ full of color, color slides seemed appropriate. The slides used were taken by the researcher of the research population 26 themselves. The photography was done throughout July and August. The photographs were taken around the camps during the day and in the evening. Photographing children was very easy compared to the adults, who were more inhibited and shied from the camera after requesting not to be photographed. Pictures were not taken in the fields so as not to interfere with the work. Thirty color slides were selected for the first presen- tation (Appendix 4). These slides were taken at all three campsites and represented most of the families. All slides were of children in daily activities alone, with other chil- dren and with adults. An introductory word slide started the presentation. This slide read El Tesoro Mexicano: Nuestros Ninos (The Mexican Treasure: Our Children). The first slide presentation was designed to deal with those elements observed to be important components of raising children. The themes selected by the researcher were family, environment and activity. Family was depicted by slides of children with parents, siblings, grandparents and other rela- tives. Portions of the environment of these children, such as the outsides of the homes, rooms inside the units, family vehicles and the fields were shown in many of the slides. Activity was portrayed by slides of children playing with each other, with games and with toys. Each theme was pre- sumed to be important to growth and development and indirectly related to the provision of sound nutrition for these chil- dren. The objective was to stimulate discussion about family, 27 environment and activity as they related to providing those foods necessary for children to grow and be healthy. The slides were arranged to show children from infancy to late teens. The sequence of these slides depicted the growth of the children Prepapation for the First Camp Meeting Thursday, August 23, 1979 was set as the date for the first meeting. It was then learned that Cristo Rey, a Spanish-speaking community center in Lansing, was holding a dinner at the camp that night. After careful consideration and discussion with the research assistant, it was decided to continue to plan the meeting for this date. The meeting was outside at the White Camp (Figure l) at dark following the dinner. A personal visit was made to each house to inform the household members and to invite them to partici- pate in a meeting which would involve a slide presentation and discussion about nutrition and health-related topics. The First Camp Meeting A dinner sponsored by Cristo Rey began at seven o'clock. A free dinner was provided for the people, as well as Mexi- can music and a pinata for the children. The evening was clear and warm. Both researcher and research assistant participated in activities with camp members. The researcher was frequently questioned as to when the slides would be shown. As it began to get dark, the slide projector was set up outside on the researcher's car. A screen provided by the researcher was set up in front of the car. Many of 28 Fi ure 1 B SORE MIGRANT CAMP KEY It - Refrigerator 5 - Stove(bumere only) So- Stove w/ oven 5k - Sink 1v - Televieion r - Wote: spigot - - Outhouse mt .m I ' Toilets/Showers nun m. . . . Cam In D - Individual Fouuly Umte s‘TW gap '- o o ' e m I.“ m mm: m m m ca p “ n m :11 TH! GREEN CAMP 1H! SMALL :AMP E E E THE WHITE CAMP Ell'e 29 the children assisted in the preparation by getting extension cords, setting up the screen and getting a piece of wood to balance the projector. A great deal of enthusiasm was appa- rent and the presentation of the slides seemed greatly anti- cipated. As soon as it was sufficiently dark, the researcher announced that she was ready to present the slides, suggest- ing that as we look at these slides of our children we think about and discuss those things which are important for our children to grow and be healthy. As the slides were shown, further discussion was not prompted by the researcher. At the end of the slide presen- tation, the researcher asked what were those things of impor— tance to child growth. The only response from the partici— pants were requests for negatives of the slides. Due to this response, no further attempt at discussion was made by the researcher and the meeting was dismissed. Participants were told that the presentation was over and that there would be a second presentation the following week for which there would be further notification. Coding for the Second Camp Meeting The same method of coding used for the first presenta- tion was used for the second presentation. Color slides taken by the researcher of the research population were used (Appendix 4). Thirty different color slides were selected. These slides were taken at all three camp sites and represen- ted most of the families. Any family which was not 30 represented in the first presentation was represented in in the second presentation. The slides were of children involved in daily activities alone, with other children and with adults. The same concept, "What types of foods do our children need to grow well and healthy?" was used fer the second camp meeting. The concept was recoded because decoding of this concept did not occur at the first camp meeting. The themes of family, environment and activity were again selected to develop the primary concept. Family mem- bers were portrayed in interaction with each other. Environ— ment was further emphasized by specific slides of the camps and the units. The theme of activity was expanded to in— clude church, work, food and rest. Slides with food were selected to provide a direct link between the themes of family, environment and activity and the provision of sound nutrition for children. A word slide stating the concept was used to initiate and to finish the presentation. The slide question read JCuales cosas son necesarios para que cos nines crezcan bien?" (What things are necessary for children to grow well?) Preparation for the Second Camp Meeting The second camp meeting was planned one week after the first meeting was held, Thursday night, August 30, 1979. The meeting was again to be held outside of the White Camp as soon as it was dark. 31 During the week the researcher told all families she interviewed and with whom she had informal contact that there would be a second meeting for the purposes of a slide presen- tation and discussion on nutrition and health-related topics. On the evening of the presentation, the researcher visited each unit individually and invited each family to come to the White Camp at dark for a camp meeting. The Second CampMeeting At dusk on Thursday, August 30, 1979 the researcher went to every unit and invited each individual family to come to the White Camp when it got dark for a camp meeting involving a slide presentation and discussion. The evening was warm and clear. As it began to get dark, the slide projector was set up outside on the researcher's car. The screen was set up out- side between two houses. The same children who had assisted with setting up for the first camp meeting assisted again. They got an extension cord, set up the screen and provided wood to balance the projector. As soon as it was sufficiently dark, the researcher began by thanking the people for their participation in the project. They were then asked to think about and respond to the question which would be presented with the slides. As the slides were shown, further discussion was not prompted by the researcher. At the end of the presentation, the question slide was presented for a second time and the participants were asked to respond to the question. Responses 32 consisted of requests for negatives and requests to see the presentation again. Due to these responses, no further attempt at discussion was made by the researcher and the meeting was dismissed. Participants were told that the meet— ing was over and were thanked for their participation in the research project. Data Analysis The demographic data were analyzed utilizing the Statis- tical Package for the Social Sciences (Nie, Hull, Jenkins, Steinbrenner and Brent, 1975) and the Michigan State Univer— sity CDC 6500 Computer. Sub-programs utilized were Frequen- cies and Crosstabs. Frequencies were run on all demographic variables. The Crosstabs program was utilized to run demographic variables of age, years of formal schooling, family size, home state, years of migration, entrance into the stream, occupation and language spoken against attendance at the two camp meetings. These demographic variables were also run against the self- reported health conditions of obesity, diabetes, hypertension and anemia. A chi square test was computed to determine differences. The dietary data were analyzed using the Michigan State University Nutrient Data Bank (1977). The program utilized compared the data with tables of food composition and the Rec- ommended Dietary Allowances adjusted for age, sex and weight. A mean nutrient consumption, standard deviation, mean percent 33 of the Recommended Dietary Allowances and a standard deviation of the mean percent were computed. Demographic, health status and dietary data were analyzed descriptively. A Homemaker Profile was created by combining the responses from the demographic data which occurred most frequently. The Paulo Freire method was analyzed on the basis of the percentage of camp member participation. Descriptive and interpretive analysis of the camp meetings was done. CHAPTER IV THE RESEARCH SITE Site Selection The Stockbridge area was selected as the research site because it is located in Ingham County and has a heavy con- centration of Spanish-speaking migrant workers identified as a target population by the Cooperative Extension Service home economist. Discussion with several Cooperative Extension personnel familiar with the Stockbridge area led to the selection of Basore Farm because this farm had a large size camp, a cooperative grower and hard working personnel. The nature of this project led to the decision to do an intensive study in one migrant camp rather than a larger sample from many camps. 11m Basore Farm is located in the southeastern corner of Ingham County, seven miles north of the village of Stock- bridge. This farm is owned and operated by the Basore family of Stockbridge. The major crop is lettuce. Onions and radishes are secondary crops. Stockbridge is a rural community with a village popula- tion of 1,349 and a township population of 2,874 reported 34 35 in the 1970 census (Stowe, 1979). The Village of Stockbridge serves a large rural farm community. The major crops in this area are lettuce, onions and sod. The Camp The groups of houses where the workers live are called camps. The Basore Farm camps are located on Cooper and Dansville Roads, one mile off M-52. The housing units were spread out around the farm: therefore, each section was named for the purpose of identification. The identifying names were Green Camp, White Camp and Small Camp (Figure l, p. 28). The total population of the camp was 112 persons. The White Camp The White Camp, the largest grouping of housing units at Basore Farm, was located beside the farm office and ware- house on Cooper Road, one and six-tenths miles off M-52. The White Camp consisted of ten individual family units. Three units were equipped for year-round residency, i.e., contained indoor toilets and heating units. Two of these units were occupied by families who reside in Michigan and work on Basore Farm all year. The remaining units did not have indoor bathroom facilities in each unit. The families residing in these units used a common bathhouse with separate sides fer males and females, consisting of two toilets and two shower stalls each. Two of these units had sinks with a water supply. In both cases the sinks were installed and the water hooked up by the workers themselves. The units 36 varied considerably in size, from two room units to five room units. Six of the units were two rooms, with one of the rooms being the kitchen containing the refrigerator and a cooking unit. Beds were frequently located in this room due to crowding. The White Camp was considered to have the most desirable units by the workers themselves. Housing selection was done by the crew leader and seemed to be based on the number of years the family had been coming to Basore Farm, disregarding family size. The Small Camp The Small Camp consisted of three individual concrete houses each consisting of one large, central room and two smaller rooms. Each unit had a refrigerator, stove and sink with a water supply. These units had no indoor toilet faci- lities: therefore, an outhouse was located behind each unit. These three units were all occupied by large families (7, 9, and 13 members, respectively) and therefore all had beds in the central room. These units were further apart than the White Camp or Green Camp units, thus providing these fami- lies with more privacy. The Green Camp The Green Camp was a quonset style building that can be divided into individual units as necessary, eight being the maximum number of possible units. This year the Green Camp was divided into four one—room units and two two-room units. 37 The one-room units contained from two to five persons and the two-room units contained families of seven and eleven members each. Each unit contained a refrigerator and a burner. All units contained beds in the central room. No units in the Green Camp had an indoor water supply. All families residing at the Green Camp used a common bathhouse with separate sides for males and females, consisting of one toilet and two shower heads for each. In the same location as the Green Camp was one indivi- dual family unit occupied by a family that resides in Michi- gan and works on Basore Farm all year. This house had a refrigerator, stove, indoor plumbing and heating. The People All the families at Basore Farm were of Mexican descent. The majority of these families were Mexican citizens who reside in the United States. They are a people proud of their Mexican heritage who refer to themselves as "Mexicanos". Those outside of the community are referred to as "Anglos" or "Americanos". Lan a e Spanish was the primary language and was spoken in all homes. Most of the homemakers spoke no English. They relied on their children or husbands whenever communication in English was necessary. The husbands usually spoke sufficient English to function in a work environment. The children learned English once they were enrolled in the school system. Preschool children tended to speak only Spanish. 38 Families The families were observed to be strong and cohesive. The concept of family life appeared to be a value among family members. Children were considered a valuable asset and every new addition was welcomed (Colon, 1978). Men, women and children worked together for the family. All salary checks were signed and turned over to the father, head of household. Teenagers were given allowances as the parents chose. Families discussed daily issues together in the evening. Decisions were ultimately made by the head of the household but always in consultation with other family members. Traditional Healing Folk diseases are prevalent among the Mexican popula— tion. Three diseases or conditions frequently referred to were "Susto", "Ojo" and "Empacho" (Rubel, 1960). These con— ditions occur frequently among the population and are cured by a person with healing powers, a "curandera". A female member of the Basore Farm had the ability to cure these conditions. Sgstg: Susto means fright. The condition may be caused by many things such as nightmares, accidents and large animals. The symptoms are weakness in the legs, lack of appetite and constant sleepiness. Susto can be cured by "sweeping" the body with special herbs, chants to expel the evil spirit and the melting of a special stone, "piedra lumbre", which takes the form of whatever frightened the patient. These rituals 39 must be performed at midnight for three consecutive days. 919: Ojo is the evil eye and is a condition resulting from envy. Ojo can be caused by envying or admiring a person. However, if the admirer touches the person, that person will not be afflicted. The symptoms of ojo are a severe and per- sistent headache and a general feeling of malaise. Ojo is cured by sweeping the head and shoulder with a raw egg in the Formation of a Cross and chants to remove the evil. The egg draws the affliction from the person. The egg is then broken into a glass of water and the degree of affliction is read. Empacho: Empacho is an intestinal condition usually caused by food. This condition was not mentioned as frequently as susto or ojo. It is usually cured by the ingestion of herbs or herb teas. Dietary Patterns The common meal pattern was three meals a day. A small meal was eaten in the morning before going into the fields. The families came home at noon for the major meal of the day. In the evening, family members tended to eat after bathing, when they felt hungry, eating leftover food, sandwiches, cereal or snacks. Beans and flour tortillas were observed to be the most common staples. These two items appeared on the table at every meal. Common meats were chicken, pork steak, ground beef and chuck steak. These were usually stewed with onions, tomatoes and chili peppers. Rice and pasta dishes called 40 "dry soups" were served with frequency. The only vegetable preparation observed was green beans, corn-on-the-cob and salads. Coffee, soda pop and Kool-Aid were common beverages. Dessert, as a part of the meal, was never observed. However, snack cakes, candies and cookies were found on most shelves. m The work day began at 7:00 am and lasted until 5:00 or 6:00 pm with one hour off during the day fOr lunch. On Friday, the work day ended at 3:00 pm at which time all paychecks were distributed. Work on Saturdays and Sundays varied depending on the weather and the demands of the crops. The migrants worked at many different tasks: hoeing and weeding the fields, cutting the lettuce, carrying and load- ing of boxes, topping onions. Those workers involved in hoeing and weeding were paid the minimum wage on an hourly basis. Wages for the cutting of lettuce, the carrying and loading of boxes and the topping of onions were at a piece rate, and varied with each job. Transportation Transportation is an important aspect of the migrant lifestyle. Many families own large camper trucks or vans. These trucks and campers are frequently the families' major investment. They are purchased through loans and paid for over an extended period of time. These trucks and campers are meticulously cared for. Cleaning, washing and fixing up the camper or van is a frequent leisure time activity 41 among all male members of the family. Eel_isi92 The Basore Camp was predominantly Roman Catholic. On Sunday many families attended a Spanish mass at the local Catholic church. The women and children attended mass with more frequency than did the men. Many of the children were receiving training for their first communion. Once a week, a Spanish-speaking priest came to the camp to hold mass and teach catechism. Religious symbols such as crucifixes, saints and candles were observed in many homes. At the end of August, a large festival was sponsored by the Catholic church for the Spanish—speaking migrant popula- tion. The festival involved a mass with communion, first communion and a wedding, a dinner, music and dancing. Program Participation All youth of school age participated in the Stockbridge Migrant Summer School program during June and July. This program was provided through a federal grant with the purpose of providing a catch-up period for migrant children. This program included a food and nutrition component which pro— vided the children with breakfast and lunch. An academic program was provided as well as a very active 4-H program. Through the 4-H program these children were exposed to many new activities and provided with the opportunity to show their projects at the county fair. 42 Michigan Economics for Human Development (MEHD) provided many programs for the migrant population. They provided emergency services whenever necessary. They mediated prob- lems which developed with regard to housing, clothing or food. They provided jobs through a federal grant for migrant youth. MEHD also provided assistance for any family desiring to settle out of the migrant stream. The Mason Migrant Health Clinic administered by MEHD handled most health problems, referring patients if necessary. This clinic was held one night per week during June, July and August. Services provided were immediate patient care, referrals and medication. The Department of Social Services certified migrant families for Food Stamps based upon actual family income. Only one family was receiving Food Stamps at the time of the interview: however, many families indicated that they had received Food Stamps upon arriving in Michigan. The Depart- ment of Social Services also provided migrant families with money for the journey back home. Summary The research site was a migrant camp located on a let- tuce, onion and radish farm in Ingham County, seven miles from the village of Stockbridge. The research population were families of migrant farmworkers who migrate to Michigan to work in the fields. The families living at this camp were of Mexican descent. Spanish was the primary language in all households. CHAPTER V RESULTS Demographic, health status and dietary pattern data were obtained from the interview schedule. Additional dietary data were obtained from the twenty-four hour dietary recall. An adaptation of the Paulo Freire method as a means of nutri- tion education was implemented and evaluated. Criteria for evaluation were the attendance of camp members at camp meet- ings and the decoding of generative concepts. Sample The population of nineteen families consisted of 112 people (Table l). The sample was defined as all nineteen Table 1: Distribution of Population at Basore Farm Migrant Camp, July-August, 1979 (n=112) Population Category Number Percent Males 6O 54 Females 52 46 Adult Males ‘ 23 20 Adult Females 24 21 Teenagers (13-19) 24 21 Children (12 and under) 41 37 43 44 homemakers residing at the Basore Farm migrant camp, July and August, 1979. All homemakers (100%) signed consent forms and agreed to participate in this study. Eighteen interviews and twenty-four hour dietary recalls were completed. One homemaker completed half of the interview schedule and re- fused to continue, stating that answering so many questions made her ill. Demographic Data The homemakers interviewed on Basore Farm, July - August, 1979, ranged from 22 to 68 years of age (Table 2). The majority (42%) were young homemakers 20 - 29 years old. The remaining homemakers distributed as follows: 21 percent, 30 - 39 years: 16 percent, 40 - 49 years: 11 percent, 50 - 59 years: and 11 percent, 60 - 69 years. Education The range of years of formal schooling was from zero to ten years (Table 2). None of the homemakers interviewed were high school graduates. Only four homemakers (21%) had attended school beyond the sixth grade. Occupation Eight homemakers (42%) worked in the fields on a regular basis and one homemaker (5%) worked in the fields on an occasional basis (Table 2). Ten homemakers (63%) stayed home during the day. Two of these women (11%) were licensed day care workers and were paid by the State of Michigan to care for the children of the field laborers. Eight (42%) of 45 Table 2: Profile of Homemakers on Basore Farm, Stockbridge, MI, July-August, 1979 (n=l9) Homemaker Characteristics Number Percent* Homemaker's Age (Yrs.) 20-29 8 42 30-39 4 21 40-49 3 16 50-59 2 11 60-69 2 ll Homemaker's Formal Education (Yrs.) No Schooling 2 11 Elementary ll 68 Secondary 4 21 High School 2 ll Homemaker's Daily Occupation Field Laborer — Full Time 8 42 Homemaker 8 42 Day Care Worker 2 11 Field Laborer - Part Time 1 5 Homemaker's Years of Migration (Yrs.) 1-5 10 53 6-10 3 16 11+ 6 32 46 Table 2 (cont'd.) Homemaker's Entrance Into the Migrant Stream As a Child 7 37 As an Adult 12 63 *Due to rounding, some totals do not equal 100%. these women stayed home during the day to care for their own homes and prepare food for the workers. Migration The majority of the homemakers (53%) were recent migrants who had only been migrating from one to five years (Table 2). Three respondents (16%) had been migrating six to ten years. The remaining respondents (32%) had been migrating longer than ten years. Twelve homemakers (63%) reported that their parents were not migrants and that they had entered the migrant stream as adults. Seven homemakers (31%) were chil- dren of migrant workers and had been involved with migration as a child. Household Size The households ranged in size from two to thirteen mem- bers. Six of the nineteen households (32%) were small house- holds of only two to three persons (Table 3). Seven house- holds (37%) contained four to six persons and the remaining households were large, containing seven or more persons. The smaller households were either older couples or young families with one child. The larger families often consisted Table 3: Profile of Households on Basore Farm, Stockbridge, MI, July-August, 1979 (n=l9) Household Characteristics Number Percent* Household Size (No. of Persons) 2-3 6 32 4-6 7 37 7+ 6 32 Permanent Residence of Household Members Texas 12 63 Florida 3 16 Michigan 3 16 Indiana 1 5 Household Language English Only 0 0 Spanish Only 13 68 English and Spanish 6 32 *Due to rounding, some totals do not equal 100%. 48 of extensions beyond the nuclear family. The most common extensions were brothers and sisters of the homemaker or her husband and grandchildren of the same couple. Language None of the families were primary English speakers. All the families were native Spanish speakers. Thirteen of the families (68%) spoke only Spanish in the home (Table 3). It was noted by the researcher that among these families, the women spoke no English. Six families (32%) spoke both English and Spanish in the home. These families were fami- lies with school age children studying in English—speaking schools. State of Residence Twelve homemakers and their families (63%) consider Texas to be their home (Table 3). These families live in the Rio Grande valley area of Texas. The population of the Rio Grande valley is 90 percent Spanish-speaking and of Mexi- can descent. The towns most frequently cited were Donna, Mercedes and Brownsville, all of which are a few miles apart. Three families (16%) considered Florida their home and one family (5%) had a home in Indiana. The remaining three families (16%) reside in Michigan on the Basore Farm during the entire year. These families came to work for Basore as migrant field laborers, but settled into permanent housing when the opportunity of year—round employment was provided for the husbands. These families were included in the sample 49 because they were part of the defined research universe, were of Mexican-American descent and were migrants in the recent (less than five years) past. Health Status Illness Homemakers from twelve households (63%) reported no current illness among household members. Seven homemakers (37%) reported at least one member of the household currently ill. 0f the seven who reported current illness, five reported long standing and continual conditions such as diabetes, phlebitis, kidney problems, gallstones and ear problems. The remaining conditions were of a temporary nature such as a cold, rash and eye infection. Medical Contact The questions related to contact with the medical pro- fession were asked only about the homemaker (Table 4). It is possible that other household members had contact with doctors, dentists and hospitals; however, this information was not obtained. Thirteen homemakers (68%) had had contact with a doctor within the last year. One homemaker (5%) had had contact with a dentist to have cavities filled. Two homemakers (11%) had been hospitalized, both to have children. Frequency of Conditions All homemakers were asked if they had had the fellowing conditions: high blood pressure, diabetes, obesity, alcoho- lism, anemia, ulcers, cardiovascular disease, food allergies 50 Table 4: Homemaker's Self-Reported Contact with Medical Professionals Within a One-Year Period (n=l9) Contact with a Doctor Number Percent Yes 13 68 No 6 32 Motive f9; Contact with_poctor 1.: H High Blood Pressure H H Postnatal Checkup Birth Control Pregnancy Kidney/Bladder Infections Gallstones Bronchitis Strep Throat Cold F1 +4 14 F‘ +4 14 k‘ F4 :v m 0: kn \n 0: kn \a U: tn Checkup Contact with Dentist Yes 1 5 No 18 95 Hospitalization Yes 2 11 No 17 89 51 or cancer. This question did not discriminate between past and present conditions. The responses only represent the homemakers and not the camp population at large. The two most frequent self-reported conditions were high blood pres— sure (26%) and anemia (26%) (Table 5). Four homemakers (21%) responded affirmatively to obesity. The researcher observed eleven homemakers to be overweight, ranging from moderate to grossly overweight. Two homemakers (11%) reported cardio- vascular disease: both of these were heart murmurs. Diabetes Table 5: Homemaker's Self-Reported or Researcher Observed Health Conditions (n=l9) Self Researcher Repgrted Observed Number Percent Overweight x 11 58 High Blood Pressure x 5 26 Anemia x 5 26 Obesity x 4 21 Cardiovascular Disease x 2 11 Low Blood Pressure x 2 11 Diabetes x l 5 Ulcer x 1 5 Gallstones x l 5 Alcoholism x O 0 Allergies x O 0 Cancer x 0 O 52 and ulcers each were reported by one homemaker (5%). No homemakers reported alcoholism, food allergies or cancer. Other conditions mentioned were low blood pressure, two homemakers (11%) and gallstones, one homemaker (5%). Special Diet Five homemakers (26%) indicated that one member was or should be on a special diet. Two special diets were for diabetes and both cases stated that the diet was not followed. The remaining three special diets were for weight loss. These diets were followed in two cases by a restriction of intake and not followed at all in one case. Commonggllpesses and Nutrition-Related Problems All homemakers were asked to identify those health and nutrition problems which they believed to be most common among the Mexican-American migrant population. Results from these questions appear in Table 6 and Table 7 and are further discussed in Chapter VI. 53 Table 6: Illnesses Homemakers Believe Most Common Among Mexican-American Migrants Number Percent Don't Know 5 26 Flu 3 16 Diabetes 3 16 Laziness 2 ll Tuberculosis l 5 High Blood Pressure 1 5 Tonsilitis l 5 Alcoholism 1 5 Obesity 1 5 Anemia l 5 Mexicans don't get sick 1 5 Table 7: Nutrition-Related Problem Homemakers Believe Most Common Among Mexican-American Migrants we; Esteem: Don't Know 7 37 Diabetes 2 ll Obesity 2 11 Pork Meat 1 5 Lack of Iron 1 5 Lack of Vitamins 1 5 Anemia l 5 High Cost of Food 1 5 Lack of Money 1 5 Repetition of Meals l 5 No Problem 1 5 54 Dietary Patterns The majority of the respondents ate three meals per day. Twelve homemakers (63%) reported eating three meals per day. Six homemakers (32%) reported eating only two meals per day. A common reason stated for eating only two meals was the desire to lose weight. One homemaker (5%) reported that she only ate one meal per day but had a habit of all day snacking. Only one homemaker (5%) reported having tried any new foods in the last month. Making a shopping list before going to the grocery store is not a common practice. Most homemakers (68%) never made a list before shopping. One homemaker (5%) made a list occasionally and five homemakers (26%) made a list every week. The homemakers who made a list did so by checking their cupboards and listing those items which were missing. Most homemakers (78%) compared the prices of foods at the store in order to obtain the best buys. Three homemakers reported that they did not compare prices (16%). Each homemaker was asked what she considered when pur- chasing meat. The choices listed were prices, fat content, general use, taste and others. Price and fat were the most important considerations with twelve homemakers (63%) re- porting that they consider these categories when purchasing meat. Other homemakers (47%) reported considering the taste of the meat. Other categories reported for consideration were the quality of the meat, the weight of the meat and the 55 amount of bone the meat contained. Some of the staples used in the diet were purchased in quantity. Ten homemakers (53%) reported buying flour in quantity: nine homemakers (47%) did not buy flour in quanti— ty. Eleven homemakers (58%) reported buying both beans and lard in quantity: eight homemakers (42%) did not buy beans or lard in quantity. Sugar was bought in quantity by eight homemakers (42%): eleven homemakers (38%) did not purchase sugar in quantity. Corn tortilla mix, i.e., masa harina, was purchased in quantity by only three homemakers (16%), while sixteen (84%) reported that they did not buy masa harina in quantity. This could be an indication that flour tortillas are more commonly consumed by this population than are corn tortillas. Other foods listed as purchased in quantity were potatoes, fOur homemakers (21%): milk, coffee, chile and soda pop, one homemaker, each (5%). Fourteen homemakers used enriched bread. Three home- makers (16%) did not use enriched bread. One homemaker (5%) did not know if she purchased enriched bread and one home- maker (5%) did not use bread. Powdered milk was used infrequently. Two homemakers (11%) reported using powdered milk. Seventeen homemakers (89%) reported that they did not use powdered milk. Meat (Table 8) was most frequently prepared by stewing with a variety of vegetables. Fifteen homemakers (79%) re- ported preparing meat in this fashion. The vegetables re- ported used in meat preparation were tomatoes, chile, onions, 56 squash, green beans and garbanzo beans. Eight homemakers (42%) reported a preference for browning or baking meat. Five homemakers (26%) stewed meat, and three (16%) reported that they fried meat. Single responses by individual home- makers were boiled meat, meat in soup, meat milanessa, and meat empanadas. The most common use of milk (Table 8) was with cereal. Fourteen homemakers (74%) reported using milk with cold cereal. Four homemakers (21%) reported using milk in the preparation of hot cereals. Thirteen homemakers (68%) re- ported using fresh milk as a beverage. Eight homemakers (42%) used milk in coffee and six homemakers (32%) used milk in hot chocolate. Five homemakers (26%) reported using milk in bottles for small children. Milk was never reported to be used in the preparation of main dishes or desserts. Recipes were not used by these homemakers. Only two homemakers (11%) reported that they used recipes, while seventeen (89%) stated that they never used recipes in the preparation of food. The two homemakers that used recipes stated that they measured the ingredients when using recipes. Five commonly used vegetables were listed, tomatoes, onions, potatoes, green beans and corn, and an open-ended question was asked regarding vegetable preparation. Tomatoes. Twelve homemakers (63%) reported using toma- toes in salad. Nine homemakers (47%) reported using tomatoes generally in the preparation of stewed foods. Eight home- makers (42%) used tomatoes in chile sauce. Other methods 57 of tomato preparation were whole fresh tomatoes, tomatoes in soup, tomatoes with eggs, and tomatoes with tacos and tostados. Onions. Eleven homemakers (58%) responded that they used onions generally in the preparation of stewed foods. Other methods of using onions were onions in salad, onions with beans, onions with eggs, onions in sauce, onions in soup, onions in tacos and tostados and baked onions. Two homemakers (11%) reported that they did not use onions. Green Beans. Six homemakers (32%) boiled green beans and served them with butter as well as used them in stewed foods. Five homemakers (26%) did not use green beans. Other methods of using green beans were green beans in salad and green beans with eggs. 993g. Seventeen homemakers (89%) boiled corn and served it with butter. This method of preparation was used for both corn on the cob and corn off the cob. Six homemakers reported using corn off the cob stewed in food. Potatoes. Potatoes (Table 8) were most commonly prepared by frying or browning in lard. Thirteen homemakers (68%) reported preparing potatoes in this manner. Potatoes were stewed in foods by twelve homemakers (63%) and prepared as a puree by eleven homemakers (58%). Other methods of potato preparation were baked potatoes, potato salad, boiled pota- toes, potatoes in broth and potatoes with eggs. Homemakers were asked where they stored the following items: meat, milk, eggs, canned goods, beans, fresh vege- tables, fresh fruit and leftovers. The responses to this 58 mo heapsmsu one .Ammma .nomwmv was: one no mewnmon mm: conflsvon owedfla .monmav thAMpm nonpo no apnea .oown one mason zen .mndom Sena o o m H am i m H o o m H m: m s: m H. 4% opflno>mm OOOOONO HH N GN e oz Hocoz wepxm em em mm :m as om diam $505 NWWOHO 0H m tappaq mm 0000000 0000005 0 E seasom no.“ 6mm Ha m em m o 0 ma m mm m mm m o 0 ma m m 4mm spammm how doom Hm mm mm m: we mm as 38M P .309 meandeomo> smonm Hmmaom hum moopdpom waE mmmm GDCD\O\Od'O 0H menom ma paws .oz voom Peopno EH opaeo>mm use .zoeos Hmeoflpfiuo< new; commnonsm .thos oHpPflA spa; commnonsm .spamom pom 6mm .spam6m MOM 6000 .PGMpHoQEH mm m9o¥d8m803.hn Umpnonmm mcoom .m magma 59 question indicated a knowledge of the proper place of storage. Nineteen homemakers (100%) reported storing milk and meat in the refrigerator or freezer, canned goods on shelves, beans on shelves and fresh vegetables in the refrigerator. Eighteen homemakers (95%) stored eggs in the refrigerator. Seventeen homemakers (89%) reported that they stored leftovers in the refrigerator or freezer. Two homemakers (11%) fed leftovers to their dogs. Six homemakers (32%) reported that they planted a garden during their stay in Michigan. Thirteen homemakers (68%) did not plant a garden. Of those homemakers who planted a garden, six (100%) planted tomatoes and five homemakers (83%) planted chile peppers. Other crops which were planted were corn, squash, watermelon, melons, green beans and carrots. All homemakers (100%) reported using the crops which they picked. At Basore Farms this meant that lettuce, radishes and onions were used by the families and were received free of charge. Dietary Analysis Twenty-four hour dietary recalls taken from eighteen homemakers were analyzed by comparing the data with food composition tables and the 1974 Recommended Dietary Allowances (RDA) adjusted for age, sex and weight. This comparison was done utilizing the Michigan State Nutrient Data Bank (1977). A mean nutrient composition, standard deviation, mean percent of the RDA's and a standard deviation of the mean percent were computed (Table 9). The number of homemakers not meeting 60 Table 9: Homemaker Mean Nutrient Consumption or Mean Percent Recommended Daily Allowances for Total Day for Twenty-Four Nutrients (n=18) Standard Standard Mean % Deviation Nutrient Mean Deviation RDA of Mean % Calories 1333 343 62 20 Total Protein (gm) 54 23 107 49 Total Carbohy- 177 61 drate (gm) Cholesterol (mg) 290 200 Fiber (mg) 5257 4673 Ascorbic Acid 123 201 274 447 Thiamin <1 < l 99 39 Niacin l4 7 116 56 Riboflavin <1. <1. 80~ 31 Pyridoxal 36 1008 416 50 21 Vitamin B12 2 1 54 39 Folic ACid 92 84 22 21 Pantothenic (ug) 2728 1749 Total Vitamin A 2840 2072 65 53 Vitamin D 174 122 44 31 Iron 10 3 68 23 Calcium 411 288 57 4O Phosphorus 831 310 104 39 Sodium (mg) 1432 880 Potassium (mg) 2592 1943 Magnesium 231 75 77 25 Iodine 77 8O 8O 83 Zinc 12 24 83 160 Total Sugar (gm) 85 67 61 and those meeting more than 100 percent of the RDA's was calculated for selected nutrients (Table 10). The calculations of the percent of the RDA resulted in means of less than 66 percent of the RDA's for the following nutrients: vitamin B6’ vitamin B12, folic acid, total vita- min A, vitamin D and calcium. The mean percent for iron was 68 percent. The calculation of the number of homemakers not meeting the RDA's showed that greater than 50 percent of this sample met only 66 percent or less of these same nutrients, including iron. Greater than 50 percent of this sample also did not meet 66 percent of the RDA for zinc. Freire Methodology The First Cgpp Meeting The first camp meeting was held August 23, 1979. Enthusiasm for and interest in the presentation was apparent. To begin the slide presentation, the researcher announced that she was ready to present the slides and suggested that we think about and discuss those things which are important for our children to grow and be healthy. No response was given at that time. The researcher began the slide presen- tation. Thirty slides were shown. Each slide stayed on the screen approximately thirty seconds. The entire slide pre- sentation lasted fifteen minutes. Decoding, an attempt by the researcher to discuss the generative concepts with the camp members, did not occur. The only comments generated were commentary on the slides themselves or on the people in the slides. There was also laughter. 62 OONOOOOOOOOOOOOH \OO\O\:}'(\\O NQHWOr—IN H OHNHNOOOOOOOOOOO OHNMNOOOONOOOOHO OMNddOOOOOOOON-fio NSMJSWOJONHNHMJO \OH\O\O£\C'\C'\I-i:-IN\OH\O\O < afieMpfl> oao< ofiaom mam easmpa> om easmpa> cfl>wasonflm :Homflz eflemflne o sweepfl> Campoem mofieoamo .u- — I’d. \— >n-In23 uiil:.¢! 2» . 204 hue—Loon...” D: u 002.4 220! 29 axe-l exhu- 404)... .2 42a Iron! )4 4:— 830! rm: no.2.) 0e 42-. axial r34. 095* (II III 4: I <0. 1 III : 1° .. :gIP no}: go «so “seize :2... :5 see: em: Sea gun: E: etc .24... «an sol-Iran!- 52. 52 Sex Kean 3:... ate :5: oz :8 :5: )4 «II II... flOOO 1CZOI)MM 2) OX 20 $.80 >20 Zm>r $F>22.20 2) OX 1804120C01202C301>wm 2) UR m>joz 7.000 Mica >0" wmm~<_20 >20 U_m.:u_wc._._20 7:80 m)2_4>4_02 2) D.» joz 404).: 2>n _. . 20” “\woqq 87a FOOD REJALL (Temporary) ' 1. NACE 2. {ATS _1 3. What did Jul eat and drink 1“ the last 24 tours” 4 a) Give amounts eaten. Example Ham sandwich (2 slices tread & 1 slic ham) _4 b) Give mai items in mixed dishes. j 9 Example Tuna Casserole (1 cu?) (noodles, peas, tuna x u \;:. Sir . and cream of mushroom soup). H a ugf} $5 ‘ H Q~ ;- - 1. y z z >— i m Morning 1 I 1 ' 1 i l L-dnorn-ng . ' 2 Note" . .~._ ~.—_— -..-. Wh’-- *‘—v ““-‘—-~—. Before Bed L— I -Total Number of Servings V Ingham County Cooperative Extension Service Expanded Nutrition Program E. - 4/78 .e' APPENDIX 2 INTERVIEW SCHEDULES (ENGLISH AND SPANISH) Code no . _ BASORE CAMP INTERVIEW SC§§DULE IS-Page 1 Introductory narrative: BP HSU-FSHN 7/79 I would like to ask you some questions about you and your family. Some of the questions will be of a general nature, others will deal with health, others with food and nutrition. You do not need to answer any questions with which you feel uncomfortable. All your answers will be kept confidential. 1. Name 2. Age 3. Height 6. Weight 5. How many years did you attend school? years 6. How many people are currently living in this unit? people Name Sex Age Relationship to Respondent (Additional names may be added to the back of this form, if necessary) 88 3P HSU-FSBN 7/79 89 IS-Page 2 How many of the above listed people work in the fields? people what do those who do not work in the fields do during the day? 10. 11. 12. Is there a place that you consider your home base? yes no If yes, where? what language is usually spoken in this household? English Mexican Both Other (specify) How long have you/ your family been aigrating? years Here your parents also migrants? yes no Now I would like to ask you some questions about the general health of you and your family. 13. 1h. 15. 16. 17. Are any members of this household currently ill? Ayes no If yes, whom? with what? Have you seen a doctor during the last year? yes no If yes, for what reason? Have you seen a dentist in the last year? yes no If yes, for what reason? Have you been hospitalized in the last year? yes no If yes, what was the cause Have you had any of the following illnesses? (Check indicates a positive answer) high blood pressure anemia cancer diabetes ulcers other (specify) obesity heart trouble alcoholism ' food allergies Code no. 90 IS-Page 3 18. Do any of your family have special dietary needs? yes no If yes, whom? what? Person, Dietar17Neegg Afggeting Needs 19. What do you believe is the most common illness among Mexican migrants? 20. What do you think is the cause of this illness? 21. What do you believe is the most common food related problem among Mexican migrants? 22. What do you think is the cause of this problem? We are going to change subjects again. The rest of the questions that I will be asking you to answer will be related to food and nutrition. 23. Why do you eat? 24. Is it necessary to eat? yes no If yes, why? 25. What do you consider the most important foods in your diet? 26. What are your three favorite foods? 1) 2) 3) *27. How many meals do you eat daily? meals 3? USU-PS“! *28. What new foods have you tried in the last month? 1) 7/79 2) 3) Code no. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. *40. BP MSU-FSHN 7/79 IS-Page 4 91 Do you believe that your diet is one that helps you maintain a healthy body? yes no Do you think that there are foods that are particularly good for your health? yes no Which ones? Do you think that there are foods that are particularly bad for your health? yes no Which ones? What are typical Mexican Foods? Do you think that typical Hexican food is a healthy diet? yes What are typical American Foods? no Do you think that typical American Food is a healthy diet? yes How much money do you spend on food each week? $ Are you currently receiving food stamps? yes no If you had very little money to spend on food this week, what are the most important foods to purchase? If you have additional money to spend on food for a given week, how would you spend it? Do you make a list before you go to the grocery store? ggyes If yes, how no DO Code no. *41. *42. *43. 44. *45. *46. *47. *480 *49. BP MSU-FSHN 7/79 *50. *51. 92 IS-Page 5 At the store, do you compare food prices? _____yes _____no Do you compare food brands for ”best buys"? yes no Do you buy advertised specials? _____yes‘____;no Which of the following do you consider when buying meat: cost ____fat content ____planned use ____personal taste ____pther (specify) Do you purchase any of the following items in large quantities: Flour yes no Sugar yes no Beans yes no Mass Harina yes no Lard yes no Other Do you use enriched bread? 4yes no don't know dry milk? yes no don't know How do you like to prepare meat? What are the ways in which you use milk? How do you use the following: Tomatoes Chilis Onions Green beans Corn Potatoes Other (specify) Do you use recipes? ggyes no Do you measure ingredients for recipes? yes no BP MSU-FSHN 7/79 Code no. *52. *53. *54. 55. Closing: 93 lS-Page 6 How do you store the following: Meat Milk Eggs Canned Goods Deans Vegetables Fruits Leftovers Do you plant a vegetable garden? yes no If yes, do you plant tomatoes? yes no green beans yes no carrots yes no corn Ayes no zucchini «yes no onions ,yes no watermelon yes no Other(specify) Do you use food from the crops you are picking? 4gyes no don’t pick food crops While you have been here in Michigan, has anyone spoken to you about food and nutrition at your house g_yes no at the health clinic yes no at the school yes no at a comunity meeting yes no other If yes, what do you think about these activities? Thank you for your cooperation with these questions. Later on in the summer, I hope that we will be able to get together with other members of the camp to discuss some of these subjects. Clave HORARIO DE ENTREVISTA EN EL CAMPAMENTO DE BASORE Pagina 1 Me gustaria hacerle algunas preguntas acerca de Ud. y su familia. Algunas de las preguntas serdh de caracter general, otras se relacionarah con la salud, con alimentos y nutricidh. No necesita contestar ninguna pregunta que no considere conveniente. Todas las respuestas seran estrictamente confidenciales. 1. Hombre 2. Edad 3. Altura 4. Peso 5. Cuantos anos assistio a la escuela? anos 6. Cuantas personas viven en esta casa actualmente? personas Hombre Sexo Edad Relacion familiar con Ud. b. B? n. MSU-FSHN 7/79 0. qe (Nombres adicionales pueden ser anadidos en la parte de atras de este formulario si es necesario.) 9b Clave BP MSU-FSHN 7/79 95 Pagina 2 7. Cuantas de las personas mencionadas anteriormente trabajan en la labor? personas 8. Que'hacen durante el di;, los que no trabajan en la labor? 9. Bay un lugar que usted considere como en hogar? si no Si contesta afirmativamente, donde? 10. Que lengua se habla usualmente en su hogar? ingles Mexicano Ambos otro(espicifique) ll. Cuanto tiempo hace que su familia emigre? anos 12. Eran sus padres tambien migrantes? si No Ahora me gustaria preguntarle acerca de su salud y la salud de su familia. 13. 14. 15. 16. Esta actualmente enfermo alguh miembro de su familia? si no Si contesta afirmativamente, quien? que tiene? Ha visto a un doctor durante el ultimo £36? si no Si contesta afirmativamente, por que motivo? Ha visto a un dentists durante e1 ultimo ano? si no Si contesta afirmativamente, por que motivo? Ha estado hospitalizado durante el ultimo ano? si no Si contesta afirmativamente, por que motivo? Ha tenido alguna de la seguientes condiciones? (check indica una respuesta afirmativa) _pres ion al ta _anemia _cancer _diabet is _ulcera _Otro (especifique) ___pbesidad ___enfermedad del corasoh ___alcoholismo ‘___alergias e algunos alimentos Clave 96 Pagina 3 18. Necesita algun miembro de su familia una dieta especial? si no Se contesta afirmativamente, quien? que? Persona Dieta especial Necessidades l9. Cual cree Ud. que es la enfemedad nah comun entre los migrantes Mexicanos? 20. Cual cree Ud. que es la cause de este problema? 21. Cual cree Ud. que es el problems de alimentacioh mas comhn entre los migrantes Mexicanos? 22. Cual cree Ud. que es la cause de este problema? Vamos a cambiar ahora de asunto. El resto de las preguntas que le hare estaran relacionados con la alimentacion. 23. Por que come? 24. Es necessario comer? si no Si contesta afirmativamente, por que? 25. Cuales comidas considers ma; importantes? 26. Cuales son sus tres alimentos favoritos? l) 2) 3) BP *27. Cuahtas comidas come diariamente? comidas MS33FSHN *28. Que nuevas comidas ha probado en el ultimo mes? l) 2) 3) Clave 29. 30. 31. 32. 33. 35. 36. 37. 38. 39. BP *40. MSU—FSHN 7/79 97 Pagina 4 Cree que'su alimentacion 1e ayuda a mantener un cuerpo saludable? si no Cree qué'hay comidas que son particularmente buenas para su salud? si no Cuales? Cree qui'hay comidas que son particularmente males para su salud? si no Cuales? Cuiles son los comidas tipicas mexicanas? Cree que'las comidas Mexicanas tipicas son comidas saludable? si no Cuales son las comidas tipicas Americanas? Cree que’las comidas americanas tipica son comidas saludable? si no Cuahto dinero gasta en comida cada semana? $ Recibe actualmente las estampillas? si no Si tiene poco dinero para gastar en comida esta semana, cuales son las comidas mas importantes para comprar? Si tuviera dinero adicional para gastarlo en comida en una semana detemminda, como lo gastaria? Race una lista antes de hacer los mandados? si no Si hace una lists antes de hacer los mandados, como la hace. Clave BP MSU-FSHN 7/79 *41. *42. *43. *44. *45. *46. *47. *48. *49. *SO. ‘51. 98 Pagina 5 En la tienda compare los precios de las comidas? si no En la tienda, compare las marcas para escojer las mejores si no Compra comidas en "special"? si no Cual de los seguientes considers al comprar la carne? precio manteca uso general sabor otros (espesifique) Compra alguno de los siguientes articulos en grandee cantidades? harina si no azucar si no frijoles si no Mass harina si no manteca si no Otro Dds pan "enriquecido" si no no se leche en polvo si no no se Como le gusts preparar la carne? En que’forma usa la leche? I Como usas los seguentes? tomates cebollas ejotes maiz papas otros (espicifique) Usa recetas para cocinar? si no Mide las ingredientes para las recetas? si no Clave 99 Pagina 6 *52. Como alza las siguientes: carne leche huevos comidas enlatados frijoles vegetales frutas comida sobrante *53. Tiene un huerto? si no Si tienes, planta tomates? si no ejotes si no sanahoria si no maiz si no calabasa si no cebolla si no sandia si no otro(espicifique) *54. Use alimentos de la labor? si no no recojo alimentos 55. Mientras ha estado aqui en Michigan, alguien 1e ha hablado de la alimentacion en su casa si no en la clinics si no en la escuela si no en una reunion si no otro Si contestas afirmativamente, que piensa de estas actividades? Gracias por su cooperacion a1 contestarme estas preguntas. Mas tarde durante e1 verano, espero que poderemos reunirmos con otros miembros del campamento para discutir algunas de estes asuntos. BP MSU-FSHN 7/79 APPENDIX 3 GENERATIVE CONCEPTS - LIST 1, LIST 2, LIST 3 Appendixgj Generative Concepts* - List one 1. 2. 10. 11. 12. 13. 14. 15. 16. 17. Knowledge of food as a nutrient source Receiving and use of food stamps Distribution of limited money allotted for food A source of clean, potable water Relationship of food and obesity Relationship of diet to dental problems Relationship of diabetes and diet Knowledge of the role of nutrition in normal growth and development of children Balancing food to obtain all the nutrients required by the body Sanitation of areas involved with food Nutritional requirements of pregnant and lactating mothers Relationship of maternal nutrition to the successful outcome of pregnancy The effects of high fat in the diet Dietary requirements of children with diarrhea Fruits and vegetables contain vitamin A Fruits and vegetables contain vitamin C Food storage as important means of preserving nutrients *This list of generative concepts has been ranked by the researcher. It is the Pre-experience list of generative concepts. The problems identified are based on the review of literature. However, the ranking has been done by the researcher based on her readings and personal experience with the target population. 100 101 Generative Concepts - List two 1. 2. Why are so many of us fat? What types of foods do our children need to grow well and be healthy? How is what I eat important to my body? What are the effects of using a lot of lard for cooking? Why is it important to eat fruits and vegetables? Why is it important to store food immediately or to cover it in the refrigerator? How do I give my family all the things you say they need with so little money to spend on food? Generative Concepts - List three 1. 2. 3. 4. Why are so many of us fat? How does what I eat affect my blood pressure? Why is iron important and how do I get it in my diet? How do I give my family all the things you say they need with so little money to spend for food? How are food and diet related to diabetes? What are the effects of eating a diet with a lot of fat? Why is it important to eat fruits and vegetables? APPENDIX ’4 PHOTOGRAPHS FOR NUTRITION EDUCATION PRESENTATION “_u-La-m- ...— . ._- 1., -M--...— -.___ mum... v.~.‘..-' ”an“... ”ism... .r. E in» )\ “hub writerw 135x wwuank 4. x a... x , \.. \ .\ T Vtfifi‘l_. - a * Dvmfimhwmz .. mxuw APPENDIX 5 KINSHIP MAP OF FAMILIES AT THE BASORE FARM MIGRANT CAMP, JULY-AUGUST, 1979 106 Kinship map of families at the Basore Farm Migrant Camp, July-August,1979 ms GREEN CAMP 3 «>——r——--J-. -.L ...... _ THE SMAL l. C AMP r - - d 17 18 19 Office Warehouse KEY Potent - Child ------ Siblings Auni- Uncle/ Niece - Nephew ------- Cousins ... . .. God - patents an: 1) 3) A) 5) 6) 7) 8) 9) 10) ll) 12) 13) 14) 15) 107 Detailed Key of Kinshiprap Homemaker Husband H is sister to H-l9 Compadres to 16 * Aunt-Uncle to H-13 Parents to M-18 Hsis sister to H-7 H is cousin to M-ll Parents to M-lZ is son of'H-7 33 3:11:11 Mother to M-7 Sister to H-h Cousin to M-ll is sister to is sister to is sister to is son of 4 is niece of 2 mngzzmmmm No relationships H H is sister to H H is sister to H-8 is sister to H-9 is brother to H-lh is nephew of H-14 is brother to M-l7 is cousin to H-# is cousin to H—7 is sister of M-S 16) 17) 18) 19) Compadres to 16 M is brother to M-lO M is son of 3 H is sister to H-l