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DATE DUE DATE DUE DATE DUE 6/01 cJCIRC/DateDuopGS-pAs ABSTRACT FACTORS AFFECTING STUDENT PARTICIPATION IN SELECTED MILWAUKEE, WISCONSIN CATHOLIC HIGH SCHOOL LUNCH PROGRAMS BY Sister Mary Roseann Koskie, SSM This study attempted to investigate and identify those factors which, in the Opinion of high school students, influ- ence their participation in and attitudes toward existing school lunch programs. It involved over 3,500 students in five Catholic high schools in Milwaukee, Wisconsin. The fac- tors were assumed to be economic, personal, selective and social as well as related to time and physical circumstances. The dual techniques of survey and observation were used. The primary survey instrument was an opinionnaire designed to elicit the above attitudes from the students. Personal inter- views were conducted with the Principals and Cafeteria Managers of the five participating schools to obtain background infor- mation regarding the school lunch programs and policies. Three days of on—site observation were held during meal service at each of the five schools to determine the exact nature and extent of student participation. Sister Mary Roseann Koskie, SSM Data revealed that each school lunch program had char- acteristics and policies unique to its operation. These in- clude number of lunch periods, duration, serving time, size, types of service, menu patterns and menu selection. Results of the study showed that actual meal purchase by students averaged about 20% while student a la carte purchase averaged about 60%. Over one-third of the students must earn their own lunch money but over one-half actually specify how it is to be spent. Personal and selective factors are of influence toward food purchases for about two-thirds of the students. Parental wish is of positive influence while physical and time factors are a negative influence on the lunch participa— tion of over 40% of the students. Student preference of food service types ranks the Type A lunch lowest; all foods available on a per item purchase basis was the most popular, except for vending service of some form. Data indicated that vending machines for items other than beverages had a low rate of student patronization. Food classifications and specific foods were also given preferen- tial rankings. Peer influence and diet needs were examined and discussed. Variables used in data analysis included sex, grade level and type of school enrollment (coed and non-coed). The survey instruments allowed for free responses: in these over 80% of the students declared that increased participation in school lunch programs could result if students' suggestions were accepted. Sister Mary Roseann Koskie, SSM Guidelines for the develOpment or modification of high school lunch programs which will satisfy the needs and desires of the teenage consumer are suggested. Possibilities for further research in this area are also indicated relative to public schools, rural schools and those using complete vend- ing service. Samples of all forms developed for the study are included along with comprehensive tables of all data and their analyses. FACTORS AFFECTING STUDENT PARTICIPATION IN SELECTED MILWAUKEE, WISCONSIN CATHOLIC HIGH SCHOOL LUNCH PROGRAMS BY Sister Mary Roseann Koskie, SSM A PROBLEM Submitted to College of Home Economics Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Institution Administration 1970 ACKNOWLEDGMENTS The author wishes to express gratitude to Msgr. E. G. Goebel, Superintendent of Schools, Archdiocese of Milwaukee, for his permission to conduct this study in the Catholic High Schools; to the principals and cafeteria managers of the par- ticipating schools for their cooperation and assistance; to Mary Koskie for her technical assistance; to the eight ladies who assisted during the on-site observations in the schools; and to the many others who assisted in preparation of the data for computer processing. The author wishes to express appreciation to Professor Katherine Hart for her advice and support during this period of graduate study. Special gratitude is extended to Dr. Grace A. miller for her guidance, assistance and patience in the development of this study and the completion of this manu- script. The author gratefully acknowledges the contribution made by Sister Mary Regis, SSM and Mrs. Polly Trestrail for their tremendous aid in processing and distributing the opinion- naires, and for providing moral support throughout this study. Sincere thanks are further extended to the administrators of the Community of the Sisters of the Sorrowful Mother for grant- ing sabbatical leave to complete my graduate program of study for the Master of Science Degree. ii TABLE OF CONTENTS ACKNOWLEDGMENTS. . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . LIST OF APPENDICES. O O C O O O O O O 0 Chapter I. INTRODUCTION . . . . . . . . . . II. REVIEW OF LITERATURE. . . . . . . . Adolescent Nutrition and School Lunch . Research Methodology . . . . . . . III. PROCEDURE OF INVESTIGATION. . . . . . Description of the Sample . . . . Plan of Inquiry and Instruments Used. . Principals' and Cafeteria Managers' Interviews . . . . . . . . . Student Opinionnaires . . . . . . On-site Observations . . . Procedures Used to Summarize and Analyze the Data 0 O O O O O O O O O O 0 Hand Tabulation . . . . . . . . Computer Analysis . . . . . . . IV. ANALYSIS OF THE SURVEY DATA . . . . . Composition of the Sample . . . . . Lunch Program Variations. . . . . . Luncheon Service Characteristics . . Cafeteria Facilities . . . . . . The Menu . '. . . . . . . . . Extent of Student Participation . . . Factors Influencing Student Participation Economic Factors. . . . . . . . Personal Factors. . . . . . . . iii Page ii viii ix 19 20 20 21 23 24 24 24 26 26 30 30 33 38 4O 47 48 52 Chapter Selective Factors . Other Related Factors Student Expressions of Preferences Facilities and Program Types. Menu Items. . . . Milk and Other Beve Soups. . . . . "POpular" Main Food Candies . . Snacks, Desserts and Other Foods. Vending Machines. . Other Areas of Interest to a Director of Food Service . . . Peer Group Influence Student Voice in the Students "On a Diet" V. SUMMARY AND IMPLICATIONS LITERATURE CITED . . . . . APPENDIX . . . . . . . . iv rages . S. O 0 Lunch Menu. OF THE STUDY Page 54 56 6O 6O 64 65 66 66 67 68 69 69 69 70 72 73 79 84 10. 11. 12. 13. 14. LIST OF TABLES Page Response of Students to Opinionnaire. . . . 27 Luncheon Service Characteristics Within Five Schools. . . . . . . . . . . . . 31 Dining Area vs Customer Classification . . . 37 Weekly Menu Patterns . . . . . . . . . 41 Coed-Noncoed Classification of Responses Con- cerning Extent of Participation in School Lunch Programs . . . . . . . . . . 43 Means of Payment by Which Food Is Usually Acquired at School . . . . . . . . . 51 Economic Factors Affecting Student Participation. . . . . . . . . . . 53 Personal Factors Affecting Student Participation. . . . . . . . . . . 55 Selective Factors Affecting Student Participation. . . . . . . . . . . 57 Other Related Factors Affecting Student Participation. . . . . . . . . . . 59 Per Cent Student Response (Grade Level and Sex) Indicating Types of Food Service Students Desire to Have Regularly Avail— able (N=3520). . . . . . . . . . . 62 Coed—Noncoed Classification Indicating Types of Food Service Students Desire to Have Regularly Available. . . . . . . . . 63 Per Cent Beverage Consumption Within Schools . 66 Percentage Response Concerning Factors Which Would Influence More Frequent Student Pur- chase of Food Items at School . . . . . 71 TABLE Page 15. Classification of Total Sample According to All Variables . . . . . . . . . . . 85 16. Composition of Total Sample According to School, Grade Level and Sex. . . . . . . 86 17. Composition of Total Sample According to School and Age . . . . . . . . . . . 87 18. Composition of Sub—Samples According to School, Lunch Period, and Sex. . . . . . . . . 88 19. Per Cent of Student Response Concerning Extent of Participation in School Lunch Programs (N=3520) o o o o o o o o o o o o o 89 20. Number of Student ReSponses Concerning Extent of Participation in School Lunch Programs . . 90 21. Group Percentage Responses (Sex and Grade) Concerning Extent of Participation in School Lunch Programs . . . . . . . . . . . 91 22. School Overview of Extent of Participation in Five School Lunch Programs . . . . . . . 92 23. School Overview of Observed Student Partici— pation in Two Types of Lunch Service for Three Days . . . . . . . . . . . . 93 24. School Overview Concerning Means by Which Food Is Usually Acquired at Five Catholic High Schools . . . . . . . . . . . . . 94 25. Number of Responses Concerning Means by Which Food Is Usually Acquired at School . . . . 95 26. Group Percentage Responses (Sex and Grade) of Means by Which Food Is Usually Acquired at School. . . . . . . . . . . . . . 96 27. Percentage Response Indicating Reasons for Purchasing Food Items at School . . . . . 97 28. Coed—Noncoed Classification of ReSpondents Indicating Reasons for Purchasing Food Items at School. . . . . . . . . . . . . 98 vi TABLE Page 29. Percentage Response Indicating Reasons for NOT Purchasing Food Items at School . . . . 99 30. Coed-Noncoed Classification of Respondents Indicating Reasons for NOT Purchasing Food Items at School . . . . . . . . . 100 31. Number of Responses Indicating Types of Food Service Students Desire to Have Regularly Available. . . . . . . . . . . . . 101 32. Student Response Concerning Factors Which Would Influence More Frequent Purchase of Food Items at School . . . . . . . . . 102 vii LIST OF FIGURES FIGURE Page 1. Classification of Total Sample According to Sex and Type of School Enrollment . . . . 28 2. Classification of Total Sample According to Age and Grade . . . . . . . . 29 3. Lunch Period Assignment Policy. . . . . . 32 4. Types of Student Service Areas. . . . . . 35 5. Data Regarding the Menu . . . . . . . . 39 6. Comparison of Actual vs Stated Participation in a School Lunch Program. . . . . . . 45 7. Possible Factors Affecting Student Participa— tion in the High School Lunch Programs . . 49 viii LIST OF APPENDICES APPENDIX Page A. Detailed Summary Tables . . . . . . . . 84 B. Forms and Related Materials. . . . . . . 103 ix CHAPTER I INTRODUCTION In 1946 the United States Congress officially established the ”National School Lunch Act“ (Public Law 87-823). Two of its major objectives were Lto safeguard the health and well- being of the Nations' children, and to encourage the domestic consumption of nutritious agricultural commodities and other foods‘ (14). In an effort to achieve these goals the United States Department of Agriculture Sponsors a School Lunch Type A program of Specification, reimbursement and commodity supply. The Type A requirements were developed to meet the needs of boys 9—12 years in age. By 1966 approximately 75% of the United States school enrollment (ages 5-18) was in institutions offering lunch services (15). At this same time the USDA reported that about 36% of the students in the United States purchase plate lunches at school each school day (27). Participation of adolescents in high school lunch pro- grams is low in comparison with the participation of elemen- tary school children. Reasons for this decline that appears to accompany increase in age can be identified. Actual knowl— edge of the factors influencing the students' decision to par- ticipate in the food service programs of their high school must be furnished by the students themselves. Estes (5) reports that school administrators are interested in the suc- cess of their respective school lunch programs, and view stu- dent participation as a primary measure of program acceptance. American food consumption habits have changed consider- ably over the past two decades. Today the trend is to return to frequent eating when one is hungry, food is conveniently available, or it would be socially proper to do so. Vending machines, 'quick-to-prepare' foods, coffee breaks, mobility and activities away from home have added to the meal pattern modification of frequent, unplanned eating or "snacking" (11). Survey findings reported by Litman, Cooney and Stief (13) indicate that teenagers are forming a habit of this type of eating. Shapiro (21) suggests that nutritious foods be given the qualities of popular snack foods. According to Hinton, et_al. (9) and Parker (16) nutritional elements can be ade- quately ingested from snack—type eating. It is a fact that a person's nutritional needs are increased during that period of expanded physical growth and development termed "adolescence." Foods which are high in nutrients furnish the building materials for the bone, tissue and organ growth which occurs so rapidly. Energy output is increased due to physical activities, and the need requires fulfillment in the form of a greater amount of calories. One of the primary social characteristics developing at this same time is the great need for peer acceptance and conformity to group norms. Emotionally, the adolescent is looking for means to satisfy urges and anxieties. Food meets all of these needs: physically, it provides nourishment; socially, it offers com- panionship; emotionally, it furnishes satisfaction. Investigation by Deisher and Mills (4) and Shapiro (21) concerning the relationship between developmental character- istics and needs of adolescents revealed that the majority of 9th to 12th graders of both sexes desired to change their size, shape and/or body weight. The findings from both studies indicated that adolescents' first choice of means to effect such changes was diet. The adolescent does not entirely rule himself. He is a product of his environment, which includes family and culture. Parents, especially the mother, are the greatest influence on his opinions and habits. Their example of daily actions and attitudes change behavior more than any admonitions. The cul- ture of nationality and its accompanying traditions affect behavior and the formation of habits. The culture of the social and economic times dictates the experiences which he will encounter, the interactions and media to which he will be exposed. These exert pressures to conform to the acceptable. Yet the teenager is an emerging individual; he has developing primary needs for independence, self—direction and decision- making. One of the areas in which he can assert these char- acteristics is selection of foods. The main responsibility for the nutritional status of the Child and the formation of food habits which will be bene- ficial to him lies with the parents. Most of the food ingested in the early years is consumed at home. Generally speaking, the lunch eaten at school is merely a segment of the total daily intake. The school lunch program on the high school level is, therefore, simply a supplementary away-from-home source of food and does not have the primary reSponsibility of limiting its services to foods which are highly nutritious. The school lunch program does have the responsibility of including nutritious foods on its menu. It does have the function of offering facilities and foods acceptable to and meeting the varied needs of its patrons--the students. It does have a goal of achieving success--success measured in the degree of student participation. To successfully fulfill this responsibility, function and goal, such programs must be tai- lored to accomodate the current and developing needs of Amer- ican youth. Knowledge of some of the factors which, in the opinion of high school students, influence their participation in the lunch programs of their schools could provide a more tangible basis for program assessment and modification. The purpose of this study was to investigate and iden— tify those factors which might be of influence in forming high school students' attitudes toward existing lunch programs. For purposes of classification they were divided into the areas of economic, personal, selective and other factors. The last group considered those circumstances and existing facilities or school policies over which the students have little con— trol. It was assumed that once the influencing factors were identified and the students' expressions of preferences re- garding types of food service desirable in their school were analyzed, guidelines for school lunch programs on the high school level might be develOped. Therefore, the objectives of this study were: 1. to examine and identify those factors which, in the Opinion of students currently enrolled in selected Catholic, private high schools in the Milwaukee area, influence student participation in school lunch service programs. 2. to determine the nature and extent of student par- ticipation in the existing lunch programs of the schools selected for study. 3. to develop and recommend guidelines for designing new and/or modifying existing school lunch programs which can more approximately satisfy the complex needs of modern teenage consumers in the Catholic high schools of Milwaukee. From the problem statement and these objectives, two hypotheses were formulated: 1. High school students' participation in a school lunch program is affected by various personal, selective, economic and other related factors. High school students will participate to a greater extent in those school lunch programs which take into consideration the students' expressed needs and preferences. CHAPTER II REVIEW OF LITERATURE Adolescent Nutrition and School Lunch Programs During World War II health studies conducted by the United States government agencies indicated a vital need for improved nutrition of young Americans. With this knowledge as a background the government began to study the nutritional problems of citizens, especially youth, and to develop means for improving their health. On June 4th, 1946, the 42nd United States Congress officially established the "National School Lunch Act“ (Public Law 87-823). Two of its major objectives were "to safeguard the health and well—being of the Nation's children, and to encourage the domestic consump— tion of nutritious agricultural commodities and other food" (14). In an effort to achieve these goals the United States Department of Agriculture Sponsors a School Lunch Type A pro- gram of specification, reimbursement and commodity supply. Years later it was shown that optimal level of nutrition was still of primary concern when Orville Freeman asked others to join him in an effort “to ensure that every school child, regardless of his parents' income or his neighborhood, has available each day an adequate nutritious school lunch“ (6). 7 Institutions desiring to participate in the government Spon— sored program have to meet basic obligations such as: (a) serve the Type A requirements,l (b) operate the program on a non-profit basis, (c) provide free or reduced—price lunches to children unable to pay, (d) keep accurate records for three years, and (e) purchase foods which are locally or nationally plentiful. During the first two decades following the Act the num- ber of participants in the program rapidly increased. This showed leadership and the desire or need for food service in schools. By 1966 approximately 75% of the United States school enrollment (ages 5-18) was in institutions which offered school lunch services. These same records (15) reveal that only about half of these children participated in the lunch program provided. The level now seems relatively fixed by the government at 36% (27). Estes (5) reports that school administrators are interested in the success of their respec- tive school lunch programs, and view student participation as a primary measurement of program acceptance. When the level of participation is high and consistent, the meal costs are low and the program is termed successful. When the level is irregular or reduced, the managerial and labor costs are approximately the same and meal costs tend to rise. School administrators and cafeteria managers must be concerned with 1The Type A requirements were developed to meet the needs of boys 9 to 12 years in age (26). cost factors because neither the government nor state reim- bursements are adequate to include raw food, overhead and labor expenses. Much has been written and said in the last 20 years regarding the nutritional status of the adolescent. Though recent studies (4,8,9,ll) of teenagers indicate that a large proportion (especially girls) still have diets which are nu— tritionally inadequate when compared with the recommended daily allowances, Beal has issued a word of caution: Individuals whose diets do not meet the Recommended Daily Allowances are not necessarily suffering from malnutrition and diets should not be judged as 'poor' on an arbitrary figure based on comparison with the RDA. . . . The inadequacy of our present knowledge makes it unwise to use dietary intake level as being synonymous with the state of nutrition (1). The Recommended Dietary Allowances were revised and updated in late 1968 to better meet the needs of Americans. Changes included different categorizations of age and sex groupings which resulted in four sets of standards for adolescents 12 to 18 years. During the period of adolescence the physical changes and demands include the rapid enlargement of organs and tis- sues, plus changing physiological functions which result from new hormonal levels and their interactions. An adequate in— gestion of foods which contain nutrients that will maintain the health of the body, regenerate tissue and provide energy is essential at this state of growth. Spindler and Acker (22) mention that adolescents are highly conscious of their weight, 10 complexion and personality. Boys are better fed and less weight conscious than girls, possibly due to their preoccupa- tion with physical develOpment (gaining height and increasing muscles) and physical activities. Girls are concerned over personal appearance and physical body build. The modern stress is on lithe figures and accompanies a fear of becoming fat. Girls learn that these physical conditions have a great deal to do with social acceptance. In a study of 13 to 19 year old students, Deisher and Mills (4) found that 65% worried about their diet and 38% definitely felt they had a weight problem. Complexion worries, though not actual problems, bothered another 41% of these young persons. During the period of adolescence teenagers develop char- acteristics which the adult must accept. They begin to assert themselves as individuals, become defiant and rebellious, and prone to group or gang membership. They are quick to accept new fads (including those regarding foods), have either vora- cious or 'picky' appetites, and munch more between meals than previously. The 1949 Detroit Survey (25) associated needs with these developmental characteristics. Main needs include (a) belonging to groups, (b) being accepted and approved by their peers, (c) the freedom to earn and Spend money as de— sired, (d) the need of being self-directed, and (e) the need of adequate nutrition during this period of intense growth. Some of the teenagers chief worries include health, appear- ance, personality and family associations. 11 American food consumption habits have changed consider- ably over the past two decades. Our culture had adopted a pattern of eating widely-spaced meals in a home environment. Today the trend is to return to frequent eating when one is hungry, food is conveniently available or it would be socially proper to do so. The influx of vending machines and the establishment of the coffee break have helped Americans revert to the simpler, less-organized and routinized custom of fre- quent, unplanned eating (10). Mobility and activities away from home, plus food availability in most types of stores and public places have added to this pattern modification. Ma- chines, short—order places and Specialty houses have confined their food items to a limited number of generally accepted or currently "fad" foods and beverages. To a certain extent this has reinforced a timidity for trying unfamiliar foods. Self-service in its varied forms and the common types of chain food outlets available to today's teenagers have also aided in emphasizing individual choices (though within a Spe- cified type of food, as 33 flavors of ice cream). Choice of foods is a complex human activity including associated beliefs, attitudes and motives. Food preferences seem to be a matter of taste and, therefore, change of food preferences might be considered equivalent to the task of changing tastes. Food selection is a matter of habit, and a food habit a way in which persons select, consume and use portions of the food supply in response to social and cultural 12 pressures. By "good food habits" is meant foods are consumed habitually in conformity with the standards of prescribed eating. This refers to the broad areas of pattern and range selection, and the regularity and consistency with which cer- tain foods are eaten. Conditions to be considered when look- ing at a person's food habits include: (13) a) traditional habits of what and when to eat and not to eat b) family relationships, as mealtime conflicts can cause adverse attitudes c) trends in child training and education d) values and norms of the culture and sub-culture e) the existing state of food processing, production and distribution f) the extent of availability and accessibility of food to the population g) the type and influence of mass media for diffusing knowledge regarding foods and nutrition. Actual food selection is a direct result of food habits but is influenced by numerous other factors. Authority fig- ures play an important role in forming food habits of young- sters, but their influence gradually decreases as the child ages and matures. Lewin (12) found that impersonal authority figures and the emerging young adult's own image increased in influence regarding food selection as the adolescent increased in age. This supports the theory of developing personal au- tonomy in teenagers. Another primary factor is time, which on occasion is associated with the multiple activities engaged in by many young persons. In regard to lunch, Spindler (23) found that it will be omitted or 'shortened' if, in the stu- dents' opinion, it is scheduled too early or late, the lunch period is too short or the room congested. Strain is a 13 result when a student rushes rapidly from class to class for several hours, rushes to a lunch room without even pausing to wash, stands in a long line, grabs food and eats it rapidly, then dashes back to another class. The main reason for Skipping or not enjoying their noon meal, as revealed in Hinton's studies (9), was simply that the teenagers did not like the foods available. A study in Texas (16) indicated that students skip lunch because plate lunches lacked appeal, the quantity was insufficient or the students considered the price too high. When the program was modified to include such popular and appealing foods as country fried steak, fried chicken, french fried potatoes, kool-aid and chocolate milk, participation did increase by about 30%. The prices also had to increase and the program was drOpped as being economically unfeasible. Some teenagers will not take time to sit and eat a proper meal if there are social demands on their time; others will not prepare a meal if it is not ready. Breakfast is often skipped because of oversleeping, the fact that mother had not prepared it, it lacks variety or, as Botts (3) reports, their is only a choice of "terrible" foods. Noon and evening meals are omitted because the teenagers did not like the food or they were not hungry due to having "snacks" close to meal time (9). This same survey studied the relationship between manner of food eaten (snacks or meals) and good/poor nutri- tional status. No relationship was found. 14 Food preference and convenience appear to be the main criteria of selection. According to Lantis (10) Americans accept things they may not prefer but which are convenient, inCXpensive, palatable and meet the minimum standards of cleanliness. Preference is a comparitive judgment involving a choice between alternatives, and results in acceptance. Acceptance is that degree of preference whereby a person is willing to receive the choice with approval (to eat the food without objection). Acceptance of any type involves human behavior and according to psychologists (20) it may be influ— enced by factors which are unrelated to the item itself. Though there have been papers of acceptance study of food by workers in the science profession, (18,19) little has been done to investigate or identify the factors that might be asso— ciated with adolescent attitudes toward food acceptance. Lewin did some research with children (12) to gather knowl— edge of the food ideology of children at various age levels and to obtain insight into the dynamics of transmitting food culture and establishing food habits. He preferred to study children because they more readily reveal certain facts that adults consciously or unconsciously conceal. School lunch programs fulfill a need and have been of great value. Today, school food service is here to stay; it is worth a billion dollars a year; it is part of the family, social, economic and agricultural scenes. School lunch can provide proper nutrition to give the child the physical ability 15 and mental agility to learn, for it is difficult to teach a hungry child anything. It is possible for the food to be good, and the cost low to the family. School lunch also involves some practical aSpects. Because so many women are employed outside the home or are active during the day, it is convenient for mothers not to prepare lunch for their school—age children. In urban areas, where there are traffic hazards and problems and bussing is not practical at noon, the school lunch is a solution. School personnel seem to prefer short lunch periods of about 30 min- utes with the students remaining on campus, in order to shorten the school day. In—school food service facilities are then a necessity. The form these facilities should take, the foods they should offer, are a matter of discussion. Since teenagers do snack, the question arises as to the kinds of meals and snacks to have available to students in the secondary schools. School administrators must also be concerned as to the accep- tability of the social environment on campus for eating. Shapiro (21) asserts there is abundant evidence that snacks which make a nutritional contribution in the day's eating are highly acceptable to teenagers and that if not available on campus, they will be purchased off campus. A growing and acceptable type of food service is vending through machines. Manrfacturers claim that vending has five major benefits: reduced labor costs, continuous service at 16 all hours, minimum floor space requirements, self-service, and unlimited flexibility (24). Todays' secondary school students are accustomed to products of vending machines; whether they will accept them as a complete substitute for other forms of meal service is under study. In summary, recent studies in regard to the nutrition of modern teenagers attribute their eating habits as being primarily due to: a) activities during meal time b) no time for breakfast c) availability and taking of snack foods composed mainly of fats and sugars d) assertion of independence e) conformity to the influence of the peer groups f) the degree of emotional maturity g) cultural influences h) physical and social atmosphere of the eating places. Research Methodology Educational research involves the study of samples of a defined population. The purpose is to make observations of the selected sample and apply the results to the population (2). The population must be defined; the sample taken from it Should have definite parameters. The sample may be either random or stratified, large or small. Desired results, number of variables, heterogeneous population and other factors will influence the method of selecting the sample and help deter- mine its size. At times, samples may not be representative of the population studied and the findings may be valid for the sample but not for the population. Sampling bias can also invalidate research results. 17 The descriptive method of investigation presents facts regarding the nature and status of anything. Analysis, a form of description, describes in detailed terms and in components. Analysis may be used to form Specifics from generalizations, avoid duplication and clarify observer interpretation. One of the things normally done with data aftJr gathering it is to use the method of comparison, which is a continuation of find- ing additional meaning in the status. It rounds out descrip— tion and may involve enumeration, measurement and evaluation. Both quantitative and verbal data are used in comparisons. For purposes of constructing measurement instruments it is often necessary to ascertain the component elements of the concept to be represented; this is termed ”classification." It may contain true rankings as sex and age, but usually in- volves artificial ranks. Classification is partly imposed and is created for utility. Because it is not good to dichotomize, data ordinarily should be subdivided rather than be on a single level of ordination. A high level form of classification is integration of findings. These generalizationa are but a statement of the category concept that embraces the class of cases (possible relationships) to which it applies. The research worker has certain purposes or goals: (7) to provide codified data to form useful classes according to kind to afford logical order and system to develop the meaning of class concepts to create cases through delimitation to standardize observations which describe . to select and categorize scale indicators. \lGU‘lwai—J l8 Descriptive survey and normative research usually take the forms of observational studies, questionnaires or inter- views. Observational studies and techniques seek to ascer- tain the overt behavior of persons by watching them as they OXpress themselves in a variety Of situations. They are very direct and are characterized by being specific, systematic, quantitative, recorded and verifiable. A questionnaire is a paper and pencil instrument to secure reSponseS to certain questions. The questions may be factual, or designed to inquire into the Opinions and atti— tudes Of the respondent(s). It is particularly useful when one cannot readily see all Of the people from whom he desires responses, or where there is no reason to see the respondent personally. Among the various types are check lists, depth questionnaires, closed form and Open form. Criteria for de- veloping them include being Short, having interest and depth, and formed to elicit definite answers. The types and kinds of interviews are manifold: per- sonal, group, functional, focused (or depth) and non—directive. Interviewing requires careful study Of the pertinent litera- ture, appropriate training and guided experience for satis— factory performance, and also preparation Of the questions to elicit the desired information. CHAPTER III PROCEDURE OF INVESTIGATION Description of the Sample To Obtain a cross-population Of students in regard to ethnic backgrounds, family economic conditions, family size and social status, the urban area of the city of Milwaukee was selected. TO acquire both coed and non-coed schools in order to ascertain variances attributable to sex and to type Of school, the Catholic high schools of the city of Milwaukee were chosen. The population included all possible, Catholic high schools with grades 9 thru 12 in the Milwaukee area. These schools varied in type, size and form Of lunch service. The study sample was chosen from those schools which had current on—premise food preparation facilities of varying types of service. A further selective criteria was the will“ ingness of the principal to permit total school participation in the collection of the desired data. From the total popu— lation Of 16 Catholic high schools in the Milwaukee area, a study sample Of five schools was Obtained. Hereafter these schools will be identified by the following code: 19 20 Schools A and B — coed enrollment School C — only boys enrolled Schools D and E — only girls enrolled These represented three types of school enrollment with a min- imum Of 1,000 students per type. Individual school enroll- ments ranged from under 300 to over 1,000 students. Plan Of Inquiry and Instruments Used This study was conducted with the dual methods Of sur— vey and observation. The primary instrument Of survey uti— lized two forms: interviews and Opinionnaires. After initial correspondence and conversation with the Superintendent Of Schools for the Archdiocese of Milwaukee and with his approval, the principals of the 16 schools in the total population were sent letters of explanation regarding the study and were asked to indicate whether they would be willing to participate in it. Principals' and Cafeteria Managers' Interviews Initial interviews were then arranged with the princi— pals Of those schools which possessed the predetermined cri- teria of selection.2 A subsequent interview was held after final determination of the five schools. Discussion centered on enrollment and school policy, dates for further interviews, arrangements for completion of student Opinionnaires and 2Several schools would have liked to participate but had complete vending service, were under expansion programs, or had extremely limited programs (as soup, sandwich and milk only). 21 possible times for three on-site Observation days. A letter Of permission to work in the school and have the total stu— dent population participate in the Opinionnaire pOll was requested and received. Through frequent oral and written communication the principals of the participating schools were kept informed of the procedures Of the researcher and the progress of the study. With the knowledge and COOperation of the school prin— cipals, interviews were then arranged with the cafeteria man- agers. These were held on the school premise to afford the researcher a view of the preparation and serving facilities. To assure the gathering of comparable information, interview forms were completed and later served as a basis for instruc- ting the assistants who performed the future On—site Observa- tions. Information Obtained at this time also served as com- parative and background data for interpreting the students' replies and analyzing the various facilities. The five—page interview guide designed for use with the cafeteria managers is included in Appendix B, pages 103 to 118. Student Opinionnaires An Opinionnaire to be completed by the entire student body of the five participating schools was prepared. It allowed for both structured and free responses, yet was so constructed that it could be completed in less than five min- utes. Basic personal information to furnish comparison 22 groupings (as for sex and grade level) was requested. Data sought included those preposed, possible factors which the researcher thought might influence students' participation in their high school lunch program, and which had also been sug- gested by previous researchers.3 The first six sections were designed to elicit responses concerning personal, selective, social and economic factors. The seventh and last solicited students' Opinions regarding the type(s) of lunch service they felt their school should provide. To Optimize identification and classification, the Opin- ionnaires were printed on paper of a different color for each school. They were then packaged in groups adequate for the number of students in each homeroom. Each package contained a form letter of introduction and information to the faculty member who administered the Opinionnaire to the students. The Opinionnaires were delivered to the schools, and the princi- pals were asked tO have them completed within one month. The exact day and time Of the completion within each school was at the direction Of the principal. SO that the school admin- istrative personnel were not burdened with the return of the Opionnaires to the researcher, arrangements were also made to to collect them after completion. Samples of the form letters and the student opinionnaire are included in Appendix B, pages 113 to 115. 3The developmental characteristics and needs of adoles- cents as identified by the Detroit Survey in Democratic Cit— izenship and Development Of Children are listed in Appendix B, page 23 On—site Observations The school semester was under way about five weeks be- fore the students' Opinions were solicited. An approximate interval Of 60 days elapsed between completion Of the opin— ionnaire by the students and the on-site observations at each school. Within a two week period, Observations of meal ser— vice were carried out in each school for a period Of three days. Accurate tally of students purchasing meals or a la carte items was taken by trained assistants who used mechan— ical counters to Obtain reliable figures which were then averaged to provide validity. A form was developed for use by the assistants (Appendix B, pages llfito 117) to record the amounts and types of food purchases made by the students. though no control was held over the food items served or the prices charged. During these on—site visits to each lunch program the researcher supplemented and corroborated information regard- ing the lunch policies, menu and facilities, as itemized on the interview forms for Cafeteria Managers (Appendix B, pages 104 to 108). She also Obtained from the school authorities the number Of students in attendance on the days of observa— tion, SO that percentages of participation could be based on average student attendance for the days of Observation rather than student enrollment. 24 Procedure Used to Summarize and Analyze the Data Hand Tabulation All Of the facts Obtained from the interviews and on- site Observations were hand tabulated and summarized. TO provide clear means of comparison, the data were grouped and classified according to lunch policies, physical facilities, types of lunch services and the menu itself. The facts from all five schools concerning a particular classification were then illustrated on the same chart or figure. Composition Of the total sample4 was divided into 1) coed vs. non—coed enrollment 2) boys vs. girls 3) grade levels 4) lunch periods. Group percentages based on the total sample were then com- puted and represented on two forms. A bar graph was used to illustrate both actual and stated student participation in the school lunch programs. Computer Analysis To best Obtain the desired results from the types Of raw data available, the Oneway Routine from the 3600 CISSR 4"Total sample” here and throughout the rest Of this paper includes only the total number of returned usable stu- dent Opinionnaires. 25 Library on the CDC 3600 Computer was used. This analysis provided the researcher with frequencies, mean, standard de- viation, percentages Of each frequency, cumulative frequency and cumulative percentages Of each response in each group (i.e., item 3b response for freshmen boys in School A). The student opinionnaires——numbering over 3,500 usable returns--were then prepared for analysis. Each respondent sheet was assigned a school and student identification num- ber. Code numbers were provided for each possible answer, and the papers checked for free reSponses which were recorded and hand—tallied. Length of the Opinionnaire necessitated use Of two cards for each student return. The responses were first hand coded, then key-punched on Fortran cards. The cards were then grouped according to the desired variables Of school type, sex, grade level and lunch period. Several re— groupings and computer runs were necessary in order to shift variables and compare responses within different student classifications (i.e., senior coed girls in the first lunch period). CHAPTER IV ANALYSIS OF THE SURVEY DATA Composition Of the Sample A total student enrollment (Fall, 1969) Of 3,934 young persons comprised the five school population [polled by written Opinionnaire]. The returns numbered 91% of the stu- dent enrollment; the 9% 1055 was attributed to absence or other activities during the time Of administration. An un- usually high percentage Of these returns (98%) were usable in the study. These 3,520 usable returns were considered the “total sample“ or “total response“ upon which all other calculations were based. Further details of the student response as contained within the total sample and the indi- vidual schools are provided in Table l. The total sample exhibited balance in regard to type Of enrollment, sex and grade level. Students enrolled in coed schools accounted for 48% of the sample; those in non—coed schools for 52%. The girls had a slight advantage Of 54% while the boys represented 46% Of the participating students. Figure 1 illustrates the total sample composition in regard to school, type of enrollment and sex. The variables of age and grade level are portrayed in Figure 2, page 29. Ranking 26 27 Hommmnzv mensyms mHnmmD Hmuou mo Demo Hmmm mauspmu Hoonom m0 name Home Ammmmuze mauspms Hmson mo sumo swam useEHHOHsm Hoonom me name seem Hemmmnzv OmpomHmm COHHOHDQOQ me name meH H m m as new m .Na mom m Ham sHao mHuHo . m H m om mm vow mH mm och mH mme mHso mHHHo I o N mH am so mew mm mm Hem Gm SNQH Sago msom . o m mm mm mm ova em Hm mum SN HSOH owoo I m H m Hm mm ome Hm mm mmn om mmm @000 I d as .02 ms as .02 me as .03 He .02 Hoosom mHommo non memmo om>amomm aeaH .HHME ucmEHHouem mssspem OMHMCCOHQHQO OD mucepspm mo emcommmmll.H MHmHAMHsomH wee .mUOHHmQ nossH gmHQMHHw>: Op OmcmHmmm one 033 muceesum man we me mmoap mOSHOCH memmwcmonmm may .m Hoocom CH H WOQH mm mm H Ham sHao mHuHo . m sum on ma HH mm a mms cho mHuHo . o smm on ma em as N amo.H cho msom I o wow on em aH mm a Hso.H omoo u m Hsmm on am am om m was omoo I a Ammmpcmoumm .m>¢v OOHHmm coedH Ammmuw>¢v Awomuo>dv comm Op useE .CHZ OEHB .QHZ cumsmH mOOHme IcmHmmd uceosum mOH>umm OOHHmm mo .02 pcmEHHoncm meme mOH>Hmm LOCSH Hoozom .mHoocomlnsm m>Hm ecu CHLHHZ mOHumHnmuomumsu mOH>Hmm somsocsHll.m mqmme 32 scheduled time Of eating was an influencing factor in type Of food preference and purchase. Though data were obtained tO use assigned lunch time as a possible variable in interpre— ting student replies and participation, limitations within the study did not allow this. As shown in Figure 3, three Of the five schools assigned students to lunch periods accord- ing to grade level; School E had only one period attended by all grade levels; School A did not use grade level as a cri- teria for assignment. _. - _.._.——._—__._ _._ fl-“ Lunch Periods Grade Levels Schools A B c D E 1,; 1 9—12 12 9-10 11 9—12 2? 2 9-12 9 11-12 12 -- g4 3 9—12 11 -- 10 -- ' 4 -— 10 —- 9 -- FIGURE 3.-—Lunch Period Assignment Policy. These assignment policies proved to be a matter for com— ment by some of the students. A small number in School A ex- pressed the desire tO use the lunch hour as an Opportunity for joining their friends. Student comments from Schools C and E indicated a preference for dividing the lunch period(s) so that the cafeteria would be less crowded and the students could better associate with their friends. 33 All Of the participating schools had student assistance within the lunch program. The students work mainly in the service areas or at the counters, but three of the schools likewise had them in cashiering positions. Remuneration took one Of three forms: free lunches, wage agreements, or de- creased tuition. Each manager considered the policy Of stu- dent remuneration within his program acceptable tO the situ- ation. Cafeteria Facilities Four types of lunch service were Offered within the five schools. School D served complete meals (at a single price) and did not allow purchase of individual menu items unless the item was in abundance at the end Of the last lunch period. fl This school participates in the Government Type A lunch pro- 1‘4 . ~ .‘ 1' 1-137.? .. gram. However, at the end of each of the four serving periods, “My. ice cream novelties and packaged chips are sold a la carte. Milk is sold separately for the convenience of those bringing “bag 1unches“. The participation figures on Table 24, page 94 and Figure 6, page 45 , indicate that these items account for almost double the amount of meals served in that school. The other four schools served plate lunch combinations regularly or occasionally, and simultaneously sold other menu items on an a la carte basis. These schools also had a sec- ond serving line or area or portion of one counter at which all the menu items were a la carte purchases. Physical arrangement or format of use within each school did differ. 34 All Of the schools had selected vended items on the school premise. Schools B and E did not have the vending machines in the cafeteria or available for student use during the lunch periods. Snack rooms were located in three Of the schools, with vending machines available there. The number Of machines within each school ranged from one to eleven. The number and type of machines in School C made them a com- plementary rather than supplementary type Of food service. Classification of types Of student service areas fell into three main divisions, excluding the vending machines located outside of the cafeteria. Figure 4 illustrates the types available within each school. Service styles were yet another distinguishing variable within the schools. Two schools have the students form tra- ditional single file lines in both of their serving areas. Two other schools retain the traditional single file line for some areas, but also allow the scramble system. It is used around the vending machines in School C. A snack bar located in School E is positioned within the cafeteria close to one entrance, and the students approach it at will. School A has adOpted the scramble system in all four of its serving areas (two for food service, two for milk). Students appear to favor this type of service over standing in line, but difficulties do arise for the cashiers. When a scramble system is used, strategic placement Of the cashier is a necessity. -.‘\J u..- p ~. ‘ 13‘3“": 35 mmesd mOH>Hmm ucmpspm mo mmm>BI|.v mmDUHm MHumummmo mnp CHLHHB xHHE pee mooom Ommmxomm Mom meme coHuman IEOO one “mmHuommumo mmcHzomE m III poem mpmHQEOO nqu N m SHOO >Hco mcHLomE H mecHsomE m xHHE MOM mco mHmeE mumHmEOO mo mco o mmHuommumo OOOm mEeuH OmuHEHH co mmcHsomE N meCHsemE m mpmHmEOO Lqu N coxmu mHmOHO HmHommm U xHHE one mOOOw oemmxemm moHuommumo OOOm III III SDHB mco eemHQEOO nuHB Ono m xHHE HOw mHeHOOO m SHCO meHnomeumo -u- meHcoms H xHHe SSH; N oooe memHano BAH: N s MHHmumwmo MHHmummmo MHumummmo m>ummuMHmm puma HOOQOm ecu mo prmwso mmcHgomE OCH©e®> ecu cHsuHB mmCHcomE mchcm> map CHSuHB meH>HmmIMHmm .Um>umm HmEOumso puma 3 () Regarding service area versus customer classification, only one school assigns a separate line for those students purchasing their entire lunch. This is School D, which serves the Type A lunch. Two of the schools do provide separate areas for those students desiring to merely supplement a bag lunch from home, but do this as a means Of saving time for the students rather than as a mandatory categorization. A separate area for the purchase Of only a beverage is furnished in Schools A, D and E (this does not include vending machines), again as a service to the students. Separate serving areas apart from the student service area are maintained for the administrative staff, faculty members and other personnel in Schools C and D; the staff of School A merely go behind the serving counters and serve themselves. Dining facilities were also reviewed. All of the schools favor a common dining area for all of the students, and all provide a separate area for the faculty and staff. Details of the type Of facilities together with the number of seats available and the number of students assigned to a single lunch period within each school are itemized in Table 3. Because of daily student absences, the cafeterias appeared to be adequate for the number of students assigned, but were crowded. In only one school was the number of cafeteria seats grossly inadequate; a corrective measure to this problem was to open a room for student "bag-lunchers." A soft drink machine was installed for their convenience. Z37 Hmm cmcmHmmm mucmcsum mo Honfisc ummnonAm m mm mam mummm HmuOBAN com: Eoou muHsomm mm» H on H mfioou mo umnfidzAH m mmH cocmHmmw mucmcsum no “muses ummsmHmim e we omH mummm HmuOBAN cmcouHx on m . o: H mEoou mo HmnfidzAH o mew . cmcmHmmm mucmpsum we “define ummcmHmAm m vm om omm mumwm HmuoeAN cmnouHx on H H H mEoou mo umnEszHH 0 men pmcmHmmm mucmpzum- mo Amazes ummzmHmim o vm mom mummm Hmuoefim cmzouHx 0c N 0c H . mEOOH m0 umnfidzAH m czocxcs pmsmHmmm musmpsum Lo Aeneas ummnonAm e om mom mumom HmuOBAN cmcouHx on N on H mEoou mo HmnEdzHH d HmCCOmHmQ Hoozom mumnEwE SuHsomM can wmmcouzm mmHEqu mucwpsum mama Hoonow uwnuo How meme ummum Hoocom ammum w>HumuumH 1:0 on mme on: HHm new meme mchHc wumummwm now Om>uwmmu IcHE04 How Econ mnmnocsHuomn ucmcsum mchHO cOEEOO MHuwuwwmo mcHCHO mumuomwm new memo mCHCHD wo soHuowm .COHUGOHMHmmMHU HmeoumDU mflmhmwxw MORAN OCHCHQII.M m‘Hm/HVB 38 'Plu: Mcniu Every cafeteria manager is responsible for planning the menu served at the facility under his or her direction. Food service employees participate in this planning in four Of the five schools.5 Two schools welcome menu suggestions from the faculty members and other school personnel. Only two schools allow STUDENTS to request foods to be served. This takes the form of either written suggestions or verbal requests to the cafeteria manager. One Of the two schools has a suggestion box available for student requests and comments. This point will be discussed in greater detail at the end Of this chapter. The types of menus Offered also vary among the schools. The facts presented in Figure 5 show that two schools make use Of cycle menus. School C has neither a single-use nor a cycle menu, but merely a limited menu that is repeated every day. Only two of the schools have a lead time of more than one day on the release of the menu. Student dissatisfaction was strongly exhibited when 29% of the respondents indicated lack of knowledge of foods to be Offered as a reason for not purchasing their lunch at the school. 5The fifth school cafeteria is under the control Of an employee Of a catering company. He assumes full and individ- ual responsibility for the menu as well as all administrative duties. A second school has a catering firm responsible for the administrative duties and success of the cafeteria, but the cafeteria manager allows employee participation in menu planning. - "1" A-jfii‘ii_ 39 new: map mcHOHmmmm mumoll.m mmDUHh mewmnm pmpmom pew >one3 Oumon mmHomo snow whee SIN one SHHMQ new: new we mxemB m III m mnmmcm Mme: mmmo VIH meeez OeEHE new III Ono a make 0 Apomcmno eoHpHummmu EOOHmmV cumon peepmcoo mcoz >HHOQ new: new III QHHB mHHOQ U newsman OHMOQ eEOm QDHB msoz >HHmQ new: mew mxmoz 039 III m Ounce COHuHummmu ecoz >HHOQ Imegu mew III SuHB mHHmo a mEHB mocmsqmum pews new: mo coHumnso new: ems mHoch Hoonom pmmH mmmmHmm OHOez mmmmHmm 5cm: mHO>U OHHosa 40 For purposes of classification and presentation the menu was divided into 10 main food categories, though each category also had several subdivisions during the collection of data. The weekly menu pattern for all five schools is condensed and presented in Table 4. One can easily see that the patterns vary greatly among the lunch programs. The most variety was Offered in Schools B and E, while the most repetitious pattern was served in School C. This was Offset to some extent by the number of items available from the four banks of vending ma- chines located in the cafeteria. The amount Of variety did not appear to be a factor influencing student purchase of complete meals, but definitely did affect a la carte purchases. Extent of Student Participation One of the statements included on the student Opinion- naire was: How Often do you do each of the following: a. Purchase your entire lunch at school. b. Purchase certain food items to supplement the lunch you bring from home. c. Purchase no food items at school; bring complete lunch from home. d. Skip lunch entirely. From their responses it was computed that about 20% of the students always or nearly always purchased their entire lunch at school, while another 48% "sometimes" did. This regular meal purchase of 20% can be further subdivided into: o\0 Sex: Boys — 7 Girls — 13% Grade Level: 9th — 6% 5 11th - 5% 12th — 4% 41 .auommumo mHnu :H coon mo mmmNu wo “when: mwumowccH H uHsum .m mxomcm .m mmech .v mammuo on .m mmOHsfl Ho mxHHz .N mxcHHU umom .H mEmuH cmccw> mxomcm mmmmxomm mmmmum>mm muummmmo mesum COHHMCHQEOU mumHm mw£0H3ccmm wcmHmm menmummw> a mmoumuom mmmuucm mmsom deQmfi-IUIIHWM II H II II II II II ¢ II II II II mIm Hmucsoo um UHOm m II II II N II II II H N II II II II M II H SHHmo e sHHmo H sHHmo H sHHmo N SHHmo N sHHmo SIN HHHmo N sHHmo m sHHmo v SHHmo e sHHmo mIm NHHmo N SHHmo H sHHmo BIS sHHmo mIN sHHmo N stmm3\N H sHHmo H stmm3\m H sHHmo N sHHao H III II stmuz\m N sHHmo NIH stmo3\m H HHHmo NIH stmmzxm H sHHme m SHHme mIm sHHmo NIN SHHmo m stmm3\N H III I NHHme N SHHme N SHHmo N stmmzxm N sHHmo H sHHmo MIN stooz\H H NHHmo N stmmz\m N stmms\N H SHHme H sHHmo N sHHmo H III II III I HHHme H sHHS N wocmsqmum .oz Seemsqmum .Oz Seemsqmum .oz xocmsqmuh .oz Seamsqmum H.Oz m o o m 4 Hoocom EmuH 5cm: .mcumuumm one: >mem3II.v mqmde 42 These figures appear to indicate that the girls and younger students purchase more meals than do boys and Older students. The same conclusion can be drawn when one considers the type of school enrollment; the girls in the non—coed schools indi- cated a much greater percentage of meal purchase than the boys, though in the coed schools the percentage division was approximately the same. Actual meal purchase which did occur during the three days of observation within each school lunch program revealed only a slightly different pattern. Over 19% Of the students did purchase a complete meal, though classification into sex and grade level was not possible. Data indicated that 38% Of the students regularly pur— chased a la carte items or supplemented a lunch brought from home, and another 41% did this at least occasionally. The Observed purchase of a la carte items was nearly 59% of the total student attendance for those days. The Specific figures comprising these totals are given in Appendix A, Tables 19,20, 21, pages 89 to 91 . Table 19 classifies the student responses into grade level and sex. Again the younger students asserted greater intent of purchase Of a la carte items than the juniors and seniors. However, the boys exceeded the girls in a la carte purchases. The percentage responses concerning the extent of par- ticipation in school lunch programs are disclosed in several classifications. Table 5 includes the categories of sex and type of school enrollment (coed and non—coed). 4Z3 Hsa ova New omS asoum some CH mucwpsum mo umnfid: Hmuoe mm mm om mm mm SN SH OH v m N H wmm w msouo SHwHHucm mom mHo Hmw mNo mHm SmN mvH MS om SN mH S Hmnfisz cocsH Qme .O on we mm mv mm Hm mm SN mN mH mN MN ems w msouo 050: Eoum nucsH Nvm mmv mNm va mmm SmN NmN OON mMN HSH mvN SSH “02652 wumHmEoo mcHHn "mmmzousm oz .0 mN mH NH OH we Nv Nv mm mN Hg mg Hg mmm w msouw mEon mON ovH SOH mNH «NV cam mmm NoN OMN mmm Hmm NHm HmQEsz Eoum nocsH acme ImHamsm O» mOOOm chuumo mmmnondm .3 SH Nm ow mm vm we me me mN HN HH ON 0mm w msouo Hoonom um cocsH NOH mom mvm NmN mHm omv OHv qu wSN SmH mm wVH Hthdz wuHucm wmmnousm .m ewoucoz p000 cwoocoz coco pooocoz OOOU cooocoz peoo cooocoz OOOO pooocoz Uwoo wmmzuusm mo mmxh mHuHo mxom mHHHo whom mHHHG mxom uo>wz meHHOEOm mSm3H¢ SHHmez HO mxc3H4 coHummHoHuumm we ucouxm .HONmm u zv mEmumOHa LOCSH Hoozem CH :oHumeHoHeumm mo eceuxm ochumOcou mwmcoemom mo coHuonMHmmmHO oooocozIpeOUII.m mHmde 44 A comparison of actual versus stated participation Of both meal and a la carte purchases within each school is Shown in Figure 6. These bars graphically illustrate some significant differences regarding type of purchase. The exact figures are supplied in Appendix A, Table 22, page 91, a school overview Of the student responses regarding extent Of purchase, and Table 23, page 92, a school overview Of the Observed food purchases. The total school purchases by school and sex as given in item e of Table 23, may be mis— leading. In all schools, students were allowed tO return at will to the serving areas and make a second or third purchase. This resulted in some students being counted more than once, and included in both meal and a la carte purchases. School D is an example of this; total purchases averaged 778 while school attendance on the same days averaged only 713. In addition, the Observers noted that an average Of 28 students appeared in the cafeteria daily but partook Of no lunch what- soever. Yet numerous students purchased milk upon entering the lunch room, then later purchased ice cream or a bag of chips. An analysis of the menu patterns presented on Table 4, page 41, reveals the extent of variety in the lunch programs Of each school. Greatest choice of food items was available in Schools B and E. School B had the lowest “meal”6 purchase 6For purposes Of control and comparison, "meals" were considered to be: (a) plate lunch combinations; (b) "specials" Of the day; or (c) an entree plus two other food items, includ— ing or excluding a beverage. 45 Percent of School Enrollment SCHOOL? . . . . .59 . . . . I00 A B c a E MEAL PURCHASE A B c D Stated [3 Actual FIGURE 6.--Comparison of Actual with Stated Partici- pation1 in 5 School Lunch Programs. 1Percentage of students who replied they "always or nearly always" patronize their schoOl lunch program. SUPPLEMENTARY OR A LA CARTE PURCHASE -. ' “1 T1"?! 3 46 rate Of the five schools, but a very high "a la carte” pur— chase rate. Together these indicated a student purchase par— ticipation of 80%. School E had the highest "meal" purchase rate but a moderate "a la carte” purchase rate; yet combined these provided a student purchase participation of 85%. School A had a good variety Of food categories Offered; student “meal" purchase was a moderate 20%, but the a la carte" purchase was rather high, and the total student food purchase came to 89%. The limited, repetitious menu offered in School C attracted the least amount of student participa— tion, a total of 52%. However, this was due in part to the vended items available to the students and not included in these figures.7 If the vended beverages and snacks were sold over the counter, the "a la carte" purchases would be greatly increased. I Because School D had a form of meal service quite dif- ferent from those Offered in the other four schools, student participation could hardly be compared. The number of stu- dents purchasing the Type A lunch was quite high (37%) in comparison to students purchasing their entire lunch in other schools. The "a 1a carte" purchase was a staggering 72%, but the reader is reminded of the following facts: a) menu items were not sold on an a la carte basis; b) ice cream and chips were the only foods sold on a per item basis; 7Use Of the vending machines will be discussed on page 47 c) almost 60% Of the students merely purchased a half pint of milk to supplement their bag lunches. Persons concerned with the meal pattern eating habits Of adolescents will find interesting the student response to the question: How Often do you skip lunch entirely? Over 200 boys and 600 girls admitted that they at least “sometimes" skip their noon meal. This is 7% and 18% (or one-fourth) Of the total sample polled in this study. The specific figures are given in Appendix A, Tables 19 and 20, pages 89 to 90. The juniors and seniors are more prone to omit their lunch than the freshmen and sophomores. In examining these data within school type, one non-coed school (girls) showed a posi- tive reSponse Of 40% to this statement; it was a coed school which had the least number (18%) of positive responses indi- cated. Reference should be made to Appendix A, Table 22, page 92 for the comprehensive facts. Factors Influencing Student Participation To Obtain student Opinions regarding the factors which could be of influence in determining the amount and type of purchase they make at a school lunch program, three questions were embodied in the Opinionnaire. One queried the students' economic condition--"how do you usually pay for the food you purchase at school?"--and suggested three responses, with a Space for other comments the students cared to make. A sec— ond question regarded the reasons for purchasing—-"when you do purchase food items at school, is it because:"--and listed 48 nine responses, with a space for other comments. The third question delved into the core of the study--"when you do not purchase food items at school, is it because:" with fifteen suggested responses and write-in space provided, for other reasons the students might care to indicate. The students' responses to these three questions were then regrouped for analysis into the four main categories of economic, personal, selective and other related factors. Figure 7 illustrates the various reasons categorized under the same heading. Both the ”given“ or "structuredr responses and the solicited "write-in" responses are incorporated into the two columns-—reasons for purchasing and reasons for not purchasing. Economic Factors The question which solicited means Of payment for stu— dent lunches provided three structured responses: a) from lunch money provided by your parents b) from your personal earnings c) from your allowance d) other (describeTfi The students primarily responded within these categories. For 39% Of the students, the money is provided by their par- ents. One-third or 34% of the students earn their lunch money. Another 11% of the students are eXpected to use their allowance as the means of purchasing their lunch. I49 Emumoum EOCSH Hoonom an: ecu CH coHummHoHuumm uchSum mCHu00ww4 muouomm mHnHmmomII.S mmDUHm :ch oou oum mOOHHQ coow Um>umm mOOOm CH mEouH one meuHHHomw .HmCCOmHmQ mo mmmcHHcmmHo no coHumuHcmm mo xOMH SmmOm no OHOO mH OOOm Omumamum OOOM we uCDOEm ucoHonmsmcH use: nocsH mcHuse mmHuH>Huom Hwnuo mo wmsmomn OeHu mo xomH uuozm OOu mH OOHHOQ LocsH coc3ouo oou mH EOOH cocsH mcoH oou mH ocHH LocsH wocmummmem CH m>Huemuuumc5 poem pm>uem we HHHB mp00m ems: 302x uoc Op mcHSmmHumm yo: .HHmEm oou mcoHuHOQ om>umm mocmHe Same :uH3 HmHHHEmw no: Oo>uwm new cmummmum mum mc00m S03 one oxHHmHO EHOM uonuocm CH pemSIeH Ho .mmeoummu .onum mH poem mEHu EOCSH um Semen: uoc wHQMHHm>m uoc mum uoHc one HON cecmoc mEeuH HwHSOHuHmQ Um>uwm can Umummwum mum mp00w >w3 on» waHmHO cw>uem mp00m 0:» mo ScmE mxHHmHO cqsocm SHHmHsme ©w>umm uoc mOOOw .HmHsmom= mwsocsH own mcHHn mbceHHu umOE newswoon emmnousm 902 OD mucmcsum uH Ocmmm Op 30: mmHuHoomm can hence mcumm ucmpsum ommnousm some SwHowmm mucwesum ugh .m©H>oua unsound cecsH mo mmmzousm SMHowmm one mOH>Oum mucmumm QCOC nocsH men a HOm mHnmqum uoc wEo: um anmHHm>m mOOOm cocsH mob m wa ou eEHu can mco o: LocsH mo ommceuse :mHz museume 0E0: Eouw wmcmce m mH SumHum> ecu ucchm>coo mH poem ecu smo ems» pw>uwm on HHH3 mp00w unnB mocm>pm CH Bocx Omnwmwo m000u we SuoHum> one mxHH mosses» Suumo Ou cumszm Ho .Hoocom Cu LOCDH OCHSHHMU mxHHmHO nocsH bmocmHmb M NO poem Sum: .HmmE m mHHmmc cwuuomqu HO memmuHmmpcs .mHmum LucsH mob muuxe mcqumEOm ucm3 Ho Semen: wEOL Eouw LecsH we puma mcHun ou Hmwwum nossH uHmcu wmmnousm mOCMHHw memHHm>m SHHOSms mum amen waHH prOw pm>uwm cam cwnmemum mum mO00m SMS 0:» waH nonsmown mmmceusm OHEOcoom ACHImuHH3V muouomm omumHmm Hanuo icHIouHuze muouomm m>HuomHem ACHIouHHBV mnouomm HMCOmumm mm mucmoaum 50 About 9% of the students combined two or more of the c:ategories so that the following classifications emerged: L)arents and earnings; parents and allowance; earnings and eallowance; parents, earnings and allowance. The combination (of parents and earnings accounted for more than half (5%) Of 1:his small group. Another 2% Of the students stated still (other means Of acquiring their lunch: receiving it free, Vvorking at school for it, borrowing money from friends and/or Sstealing money or stealing food. These figures are portrayed eaccording to sex and grade classification on Table 6. As c:ould be expected, a greater number Of freshmen and sophomore sstudents receive an allowance or lunch money than do juniors sand seniors. It is the juniors and seniors, however, who are. rnore concerned as to how their money is Spent because they do } C:arn it. Appendix A includes three tables Of details regarding tlie means Of acquisition students have for purchasing their llanch. Table 24, page 94 , is a percentage response overview C>f the five schools. Tables 25 and 26, pages 95 and 96, 1>rovide the numbers and group percentages as subdivided into Eyrade levels and sex. An interesting fact is that over half or 56% Of the stu- chents actually specify how much of their allowance or earnings is to be spent on food. This in turn affects the type and énnount of food purchased, and the place Of purchase (school Or another purveyor). Of these 56%, slightly more than half 51 Ctrhar .HONmm u zv mHmEmm Hmuou map so owmmn mum mmmmucwoumm "muoz name new mso swan mmmH u *H v N N m w # a a a w # mucomwmu 0c HH N H a w t x S a w # o Hmnuo H: H a a H a H s a a a a oecmaeammim N w H * a * a a x * w a new a Hm H H # a t w u x a H t o cam m Hm m m N w 4 w a a # a HS Q can a He HH 0 m H H N H N N H H mmocmonH< HO em mH mH m w v m N v N m mmchumm HQ mm «N mH v N m m S v m w museumm Hm HmuOB mHuHo mxom mHHHo whom mHHHU mSom mHHHU mwom mHHHO whom mane: mmcmuo HHd mcmuu nuNH mcmuo cuHH moose EHOH mcmuo sum .Hoocom um cmHstod SHHmst mH boom QOHEB an useEmmm mo mammEII.w mHmHe ”wmsmomb Hoocom um nocsH mmmnousm 802 on mucmcsum Hv mH NN mN mg ov om pH Ocean Op 30: mmeHommm can SmCOE msumm usmnzum .0 wmm //mH m S HH 0H NH m wmmconsm some meoQO mszmebsm usn mcH>oum museumm .n mm vN mH Nm Sm mm om socsH mo mmmnousm SMHOmmw can 0OH>OHQ mpcmumm .m Hobos mHHHo mSom .cwoocoz pmou cwoocoz emoe EOGSH unsu mmmnonsm Op Secoe chubo mucmcsum £OH53 Sn meme: m HH mSO SNmmuze 39:3 H .o m Hmuoe mo mmmusmouwm msouo mo mmmucmoumm .coHummHOHuumm ucmcsum mcHuoemwm mucuomm OHEOGOOMII.S mqmde 54 the reSpondents indicated personal factors as positively affecting their participation in the school lunch program. Surprisingly enough, the figures revealed a rather even dis— tribution (10% span) Of percentages in relation to sex and type of school enrollment (coed vs non—coed). Only about one—third Of the total sample (36%) asserted personal factors as reasons for not purchasing their lunch at school. The six provided responses accounted for almost all of these (32%) while the write-in comments revealed that at least some students were quite concerned with the quality of foods they purchase. The comments centered on the food being stale, tasteless or re-used, and these students objected to the serving of such foods. Complete categorization of reSpon— ses according to sex and school type are furnished in Table 8. For specific statements contained within the category of "per— sonal factors" the reader is referred back to Figure 7, page 53. Selective Factors The category of selective factors provoked more positive reSponses than any of the other three. Included in this group were two structured responses: variety Of foods Offered, and knowledge of menu items to be served. The girls responded with a 37% reply of approval. The reader is reminded that it is the two girls non—coed schools (D and E) which post the menus with a lead time Of one-seven days, while the other three schools provide only daily knowledge of the foods to be ‘I‘II- ( . .ucmo Hem 0:0 smnu mmmH I *H 535 Nam ON SH He NN Hm , mN mHaeoe EHOM umcuocm :H emmSImu newcommwm v H m a # H . S no .mmmHmummu .mHmum mH OOOw use GHImuHHB .Sumcsn no: SHQEHm Ho .mHQMHHm>m uoc mum ume 8 new cmcmmc mEmUH HMHSOHuqu pr>umm no bmummmum mum Sec» >83 ecu no mp00m en» mxHHme “£05020 SHHMH Ismeu pm>uwm no: mum chOM =ustmom= mwmcommmm Nm OH mH Hv Nm Om ON “mesocsH men OGHHQ mccmHum umoz cm>H0 “mmflmomn mmémumam BOZ OD mucwcdum me vm SN mm mm mm NO mHm SHHmsms mum ummn mxHH mOOOM New>nmm mmmcommmm om SN HN as as me Hm 6cm canaamua mum moooe >63 was mxHH cm>Ho Hmuoe mHuHO m>om cmoocoz Owoo cmoocoz cwoo ”monsoon Hoonom um mOOOm mmmmomam oo mucmosum S HONmm n E 3.30 m on mHmEdw Hmuoe mo mmmucmoumm asouo mo wmmucwouwm .SOHHOQHOHuHmm OCOOSHm OCHuomwmd muouumm HOCOmHmmII.m mqmde 56 schcd. The solicited comments were two in number: the food was convenient, or the lunch programs provided a change from the foods available at home. In all, almost two—thirds or 63% of the students indicated that their food purchase was due to selective factors. Negative feelings also ran rather high (almost 40%) in this category. From 35% to 45% of the girls in each school claimed they did not purchase foods offered at school because of unfamiliarity with the foods, dislike of the preparation or service of the foods, insufficient portions prepared (cer— tain items not available to all the students desiring them), or lack of knowledge of the foods to be served. A few also commented that the foods served were unattractive in appear- ance. Percentage response of the boys to this line of reason- ing ran about 4% behind the girls, so that the combined stu- dent indication was 39%. The exact grouping of responses in this category is detailed on Table 9. A comprehensive View of the responses from the two ques— tions which elicited these positive and negative Opinions can be obtained from Tables 27 to 30, pages 97 to 100 in Appendix A. Other Related Factors There were still other factors to be included in a con- sideration of the reasons for student participation in a school lunch program. One of these is a reality which a num- ber of students live with: their parents wish them to pur- chase lunch at school. Over 1,100 students or 32% of the 57 LuWrHr. .ucmo Hem use can» mmmH I *H wmm Hm nH mv vm vm me queoe mocmummmmm mmmcommwm H t t * w t t CH m>Huomuuumcs mH coca och :HnmuHuz .wmc umnu ©m>umm on HHHz mc00w umc3 3ocx uoc om “wcH>mmHumm uo: .HHmEm oou mum mCOHuuom “cm>umm mmanc ecu mo xcmE nuH3 “MHHHEmw no: u©m>uwm can @mummmum mmmcommmm mm Hm nH mv vm vm mv mum m©00m >m3 ma» mxHHmwo xmze cm>H0 "mmsmomn mmamumom 802 on mucwcsum mmo mm mm we we mm mm queoe .wEo: Eoum menace m mH mumHum> mwmcommmm N H H w w * H# on» uucchm>coo mH poem 0:9 CHImuHHB .wmc umcu Um>umm on HHH3 mUOOM umc3 wucm>cm :H 3ocx no “cmummwo mmmcomwwm Ho nm «N we we mm mm mUOOM mo xumHHm> 0:» waH >mne cw>Ho Hmuoe mHuHu maom cmoocoz cwou cwoocoz cwou "mmsmown Hoocum um mQOOM mmamomam on mucmcsum mHHHU mxom Aommm u zv wHQEmm HMUOB mo mmmucmuuwm amouo wo ommucwouwm .coHummHoHuumm unocsum mcHuommmd muouomm m>HuomHmmll.m mqmde 58 total sample indicated this to be so. The majority of this group were girls, and over half of the students were freshmen or SOphomores. These figures correlate with the economic con— ditions of the students as expressed on Table 6, page 51 and Table 7, page 53. Lack of time to prepare a bag lunch, or home lack of suitable foods for a bag lunch were the other two reasons sug— gested by the researcher on the student Opinionnaires. A small number of students indicated these did indeed at times influence them to purchase food items at school, but the fig- ure was less than 1% of the total sample. An overall View of this category is presented in Table 10. As indicated by previous studies and surmised by this researcher, circumstances not under the direct control of students do have an important role in student food purchase. Two areas concern the physical facilities and two concern the time factor. These four reasons account for dissatisfaction among 42% of the students polled. The girls are more bothered than the boys by these circumstances (23% vs 19%). Students in coed schools checked these reasons more frequently than sstudents in non—coed schools (47% vs 38%). Over 1,900 students or 57% of those who returned usable (Aginionnaires stated that the lunch line was too long. Of ‘Ulese, the majority were in coed schools, girls, and in the nildth or tenth grade. Over one—third of the students or 34% Staated the lunch room was too crowded. The majority of these 59 name woo woo can» mmmH I * H wmv oN mm mm we .mm wv wadeoe .oo>uom moOOM mo mEmuH can .mmHuHHHomw .chcomumm mo mmmGHHcmeo uo coHumuHcmm mo xomH uxmmOm no cHoo mH U00w on» “omummmum max mowcommmm w m m * x H H# oOOw mo uCDOEm ucoHonwsmcH ad cHlmuHuz .usoc coasH mCHuso moHu IH>Huom Hosuo mo omsmomn mfiHu mo xowH.uuuocm oou mH ooHumm noan “ooo3ouo oou mH Soon mmmcommmm we mm mH mm mv mm we zocsH “mcoH OOu mH mcHH cocoa co>Ho "mmsmomn mmm m000m no unocsH own a me on oEHu on: oco o: “nocsH mmmcommom mm mH qH mm mm cm on wmwsousm 0» Soc» anB mucoumm cw>Hw Hmuoa mHHHo mxom cmoocoz owoo owoocoz omoo “wmsmomn Hoonom um mo00m mmdmvmam 0o mucmcsum ! mxom mHmEmm Hmuoa mo ommucmouom msouo mo mommucwouom .coHummHoHuumm unmodum mcfluomwmfi muouomm UOHMHmm chuoll.OH mqmde 60 were in coed schools, boys, and again in the ninth and tenth grades. These two factors are not under the control or selec— tion of the students but are directed by the administrative staffs of the lunch programs or the schools. Reference to Table 3, page 37 provides the seating capacity of each lunch room and the highest number of students assigned to each lunch period; the reader can draw his own conclusions. Almost 1,900 students or 54% asserted that the lunch period is too short. The majority again were in coed schools, and were girls; an even division among grade levels was noted for this response. About one-fifth or 23% of the students claimed other activities scheduled during the lunch hour pre- vented them from eating. The majority of these students were “C4." . in non—coed schools, were girls, and were juniors or seniors. ' q Further details of these facts can be obtained from Tables 29 and 30 in Appendix A, pages 99 to 100 . The reader is also referred to Table 2, page 31 on which is noted the length of lunch periods in each school. In the coed schools, average period length is 28 minutes. In the non—coed schools, it is 33 minutes. Student Expressions of Preferences Facilities and Program Types Opportunity was provided for the students to indicate which types of food service they would like to have regularly available. In ascending order, the preference ranking was: 61 8% Type A lunch 22% Separate area for self-serve, pre-packaged food items 29% Plate lunch combinations 50% All foods available on a per item purchase basis 66% Coin-operated vending machines Since the students were encouraged to check as many types as they desired to have offered, the total far exceeds 100%. The least preferred program was the Type A lunch; the majority who selected this type were girls from a non-coed school. The younger students (9—lOth grades) marked this program more than the older ones but also queried "what is it?", so it is doubtful whether all the positive replies should have been included or counted as program preferences. Provision of a separate area for self—serve, pre— packaged food items was designated by more than one-fifth of ‘iuie the students polled. The students were evenly distributed among grade levels, but the girls showed a greater prefer— ence for this type of service than did the boys. Students in coed schools also checked this type more frequently than did the others; this suggests some relationship with the time factor, because the coed schools have a somewhat shorter lunch period (See Table 2, page 31). Plate lunch combinations are desired by both boys and girls of all grades, but more so in the non-coed schools. Reference to Table 4, page 41 reveals however, that the coed schools do serve such combinations on a regular basis. Table 11 indicates that half of the students desire to exercise decisions regarding food purchases by having all the mmmcommmu CHImUHHB I a name you H can» mmmH I * "xox €52 m N m * * H a a * a # m>onm on» mo econ Aw N N v a a N a a a a * Ammxmcm .mmuuwummwo .ummne umnuo .mH . 4 x w I * x I I a m a mcHnomE ummcmno >mCOE .mH a * t # I ¢ I I I I n x HmHmNHom .cHHHmmov mmcHoHooE .vH « om bH MH m m e m v m m v Homwmoo mcHosHoch mommum>on no: .MH we SN NN o v o e o o m o AxHNe can» umsuoe mmomum>mn nHoo .NH SN HH 0H m m N v N v m m xHHE .HH we mN ma 0 v S m w m N m socmo .OH * a s N a s a e a a a Nana .mHoNuoum .cuoomom .mcho Oumuomv mxomcm .m ; mH HH h m H m N N N m N monooo can mumxomno .m on HN mH m e m m m m m m Emmuo ooH .n wN NH HH m m v m v N m m uHsuw .o Nm NH mH v m e v v v m w muuommmo .m mN mH MH v m m m m m v m mwon3ccmm pHoo .v w x a a a a u n a m a mmconccmm no: .m « NN HH HH m N N m m m m m mocmHo CHmE uoc .N NN NN NH v N m m N N N N I szOm .H we mm Hm m w m w m m m m ”MOM mmcHzomE mchcm> vmumquOIcHou Am NN NH a m N m N m N m N mEmuN coco ommmxumm Iowa .moH>uwm mHom “0m mmum oumummmm Hp mHmmn om mN NN w v N m n w o @ mmmcousm EwuH non co mHDMHHm>m mecca HH< Ho mN mH VH v v m m m w m m mcoHumcHnEoo nocsH mumHm An m m m a * H a N H n x nocsH 4 mews Am Hmuoe mHHHU mxom mHuHo mxom mHuHo mxom mHuHo m>om meHo mxom cmuHmwo mon>uwm boom mo mwaxa mocmuo HHd mcmuo nuNH opmuo cuHH wpmpo nuOH ocmuu cum xwm can Ho>oH oomuo Aommm u 2V oHQoHHm>¢ >HumH5mwm o>mz OB muHmoo mucocsum ooH>uwm coow wo mma>e wcHumoHccH Axom ccm Ho>OH wcmuov omcommom ucoodum ucou ummII.HH mqmée 613 In; wit-r mmmcommmu GHIouHH3 I « ucoo umm H can» mmoH I m "xox HOO Ova mOm Omn mHmuoe msouo m w n n ON mm HO NO m>onm msu mo wcoc Hm v m n O mm Om NO NO Hmmxmcm .mouuonmmHo .ummnv Honuo .OH « u * H O H H H H mchomE nomcmno choa .mH a a O H O H O m O HmuoNuHmm .cHuHmmmO mocHoHcoE .VH c em ON aN om NNN NON aVN NNN HmmOOoo mcHOsHocHO mmmmum>mn no: .NH Ow om av mv mme OOv NNv OOm HxHHE can» umnuov mommum>on 6H00 .NH HN ON Nv NN NON NOH «Om NON mxHHE .HH ma Os Hv NV Hmv mmv mmm OHM sccmo .OH x H N x O OH mH v H550 .mewoouQ .cuoomoa .mQHco oumuomv wHUMCm .m * NN OH «H OH NON NOH HNH ONH mmeooo cam mumxomuo .O ov Om He Om mmm Omm Omm OON Emmuo moH .h mm on ON ON Nmm HON vHN HOH muHsuu .O em ON Nm mm OOm OVN ONN OVN muuwmmmc .m Nm «N aN ON «om ONN OeN OON mmOUHzncmm OHoo .v a a a H x m N m m mszH3©cmm uoc .m ON «H «N ON HON NmH mON HOH mwanp chE no: .N ON OH mN NN meN NNH NHN vOH mmsom .H NO OO HO NO Nam OHO OOO OOv "MOO wochomE mchcw> ooumummoICHou Hm ON ON OH NN ONN HMN mmH ONH mEouH @00m cmmmxomQImua .ooH>ummeHmm MOO comm mumummmm Ho Hm mm me Ov Omv NOO ONe vem mHmwo mmmzousm EmuH moo m co oHanHm>m mo00m HHd Ho mm HN Hm ON mmm OOH vON ONN mCOHumaHnEoo coasH oumHm HQ NH O N N OHH em NO Hm nocsH a mass Hm cooocoz cmou Umoocoz coco cmoocoz cmou oooocoz cwoo UmHHmmo ooH>umm boom mo wmmxfi mHuHo mxom mHuHu mmom msouw mo ucou Mom unmEHHoucm wo maxa HonEdz .mHomHHm>< >HumH5mwm m>mm Ou mHHmoQ mucwcsum ooH>uow coon mo mooxe OCHumoHccH COHumoHMHmmmHU omOUQOZIooOUII.NH mHmde 64 items available on a per item purchase basis. Once again the girls and the younger students took the lead, but little dif- ference was shown among the types of enrollment as displayed on Table 12. It was interesting to note that in four of the five schools surveyed the students ranked service preference type in exactly the same order. Exact figures are available in Appendix A, Tables 31 and 32, pages 101 and 102. Menu Items To garner information regarding the types of foods stu— dents would like to have served for school lunches, 11 food categories were listed and a space for write-in items pro- vided. This area resulted in 13 menu item classifications plus three related items, and 5% of the students stating they desired "none of the above." From written comments as l’1et us out for lunch“ and “close the cafeteria down," this 5% response is interpreted as students preferring not to have a lunch program provided. In descending order, the food cate— gory preference of the total sample was: 48% cold beverages other than milk 44% candy 40% ice cream 32% desserts 30% hot beverages (including* coffee) 28% cold sandwiches 28% fruit 27% milk 23% soups 22% hot main dishes 18% crackers and cookies * 7% other (beer, cigarettes, shakes) * 1% snacks as chips, popcorn, pretzels, gum # hot sandwiches 65 * # medicines as aspirin and selzers * # money changers Key: # less than one per cent * write-in requests Milk and other beverages.--Beverages by far exceed all other categories in student requests, with the three group- ings totaling over 100%. With almost half of the total sam- ple indicating they would like to have cold beverages other than milk offered, cafeteria managers might well consider serving at least chocolate milk and fruit drinks if they hes— itate to provide carbonated beverages at lunch time. Nearly one—third of the students indicated they would like to have hot beverages available. Of these, 3% wrote in ”coffee," about 2% wrote in “tea,' others specified "hot chocolate" and the rest simply checked the category. Considering the climate of Milwaukee, this appears to be a reasonable request. At the time of observation (December) no school had hot bev- erages available to the students, though two cafeteria mana- gers asserted they did provide cocoa or hot chocolate during the winter months. At the time of the on—site observations, two schools offered carbonated beverages (one through vending machines, one over—the—counter). Records of these days revealed that approximately one—fourth of the students actually purchased carbonated beverages for consumption with their lunch, but two—thirds of the students still prefer milk to any other beverage. An overall View of the per cent of beverage con- sumption within each school presents some pertinent facts. 51% 1‘. 66 TABLE l3.-~Per Cent Beverage Consumption Within Schools. School A B C D E Carbonated beverage -— 21% 34% —- —- Fruit juices 16% -— #1 2% -- Malts or shakes 13% 7% —- —- —— Milks, white and chocolate 53% 56% 81% 76% 60% l # = less than 1% Soups.-—Of the five participating lunch programs, three regularly offer soup as a menu choice. Observation revealed that 12% of the total sample purchase soup on a regular basis. The Opinionnaire reSponse indicated soups to be a selection for 23% of the respondents. Comments appearing on the opinion- ,H fl...“ naires showed that the students have certain preferences as to which soups they desire available. Preference was fairly evenly divided between sex and grade level, but students in the non-coed schools requested it more often than those in the coed schools. The two schools which do not at present have soup regularly available are both non-coed. "Popular" Main Foods.——Though specific food choices were not particularly solicited, many respondents took advan- tage of the areas for suggestion on the opinionnaire and wrote in foods they desire to have served often. The compiled list of entree requests most in demand is not surprising. Hamburgers Hot dogs Pizza 67 Sloppy joes or bar—b—q Pizzaburgers Chicken Spaghetti Fish or fishwich Turkey Chili Ravioli Cheeseburgers Reference to Table 29 in Appendix A, page 99, shows that 37% of the students polled feel that "popular" foods are not served regularly enough. Another 49% stated they dislike many of the foods served, and yet another 44% asserted the menu choices are too limited. In comparing the food list above with the menu pattern on Table 4 and the menu items available for student purchase during the 15 on-site observa— tion days within the schools, the researcher found that the - n a“: student dissatisfaction in this regard was valid in four of the five schools. The fifth school does serve the desired "popular" foods, but limits the menu to only six of these, all of which are in sandwich form and served day after day. Within that school the students clamor for greater choice and variety, but do admit that the foods they prefer are available. Candies.-—From the 44% respondent request for candy to be vended, one could assume that this would be quite pOpular where available. Actual observation figures from the two schools which do sell candy indicate that 18% and 22% of the students did purchase it, or an average of one—fifth of the students take advantage of its presence. The high "intended purchase" figures of 44% should be viewed with this in mind. -- ‘7' 68 Written comments regarding this area stated a need for wider selection and more acceptable choices. Desserts, Fruits and Other Items.——When the three food categories of desserts, ice cream and fruits are combined, request for this total group soars to 100%. The most pOpular (40%) choice was ice cream; it is offered in all five schools and together 17% of the students purchase some form of ice cream regularly. The demand for fruit (28%) is not as great but is large enough to be considered. Programs offer fruit in three forms: fresh, in syrup, or in salads. The data indicate that an average 6% of the students do regularly pur“ chase it in one of these forms. A greater percentage of girls prefer to have fruits available, but one—fourth of the boys in the non-coed school also checked furit as a request. The other desserts available for student purchase encompassed a great variety: gelatins, homemade cookies, donuts, pies, cakes, puddings, packaged cupcakes and similar items. Crackers, cookies and packaged snacks accounted for 19% of the food requests on the opinionnaire. In actual pur- chase practice, however, these are little desired. Of the three, potato chips are probably the item most in demand, but less than 5% of the students buy them. Vegetables were not even listed on the opinionnaire. Data of the items sold in each lunch program show hot vege— tables to be undesirable to the majority of students, but a small percentage will purchase vegetable salads such as cole slaw or tossed salad. I l\}\~t 69 Vending Machines An impressive two—thirds of the total sample indicated a desire for vending machine availability. Of the students who did not state this as a preferred form of food service, the most common comments were: food could be stale; too expensive; lacks variety; sandwiches every dayl; not for me; we have better food than machines could give; and other sim— ilar remarks. One school has a vending machine for apples; less than 2% of the students patronize it. School C has four banks of vending machines to comple— ment its counter sales. These purvey ice cream, milks, soft drinks, packaged snacks and candy. Beverage purchase is over 50% of enrollment. The candy purchase is 22%, the packaged snacks are 15%, and the ice cream purchase is under 5%. Though these data indicate the students ”desire" to purchase these items through vending machines, records of usage show that, in fact, vending machines for items other than bever- ages have a low rate of patronization. Other Areas of Interest to a Director of Food SerVice Peer Group Influence The literature indicates that adolescents tend to con— form to group practices and are very aware of the opinions of their friends. The researcher used three questions to assess the extent of peer influence on food preferences and purchases. The responses revealed that less than one—third (30%) of the ‘ "K." 1 70 students do purchase lunch because their friends do. Another 15% asserted they do not purchase foods at school because their friends do not. A surprisingly small number (12%) agreed that they might purchase items from the lunch program more often if their friends did. In summary, an average of 19% of the 3,500 students polled indicated that their par— ticipation or lack of it in the school lunch program is influenced by their peers. These students were evenly dis- tributed with respect to sex, but tended to be younger in age (9th and 10th graders). Student Voice in the Lunch Menu In this age of discussion, participation and involve- ment, students are demanding a voice in areas affecting them ;- but over which they previously have had little or no control. The period of adolescence is one in which young adults wish to be self-determining, independent and decision—makers. This need and trend definitely was revealed when 50% of the students stated they wished to be allowed to suggest foods to be served. The division among sex and grade level is classified on Table 14. The girls were definitely more par- ticular than the boys. Student views were further revealed in the eight other areas they suggested as being influential, at least to some extent, toward their participation in the lunch program available to them. Boys surpassed the girls in demanding better food quality and lower prices in return for increased 71 Demo nee oco swan mmmH I # mdmCOdmmH CHIonHHB I a 1_... Hm>mH memuo noncommmu cm>Hm I ”mom O N e N w moH>nmm OCHHmumo OUGHucoo ImHe “Cosmopon m0H>Hmm mo memo HoEH0m Hm « H N m N O HomnoH mmz OOHumm nocsH HH N N N v N H cmumo whoa ©w>nom mnoz :mUOOm muHuo>mm: H: a w t. #m # # \AHHMU UQHSHMWW @HQB :WHMHUQQW; Am k. a O N O O NHHmeOHuHHusc omocmHmn whoa mumz ©m>nmm mUOOm Hm « a N O N a Om>oneEH Oooe mo NOHHmso on» Hm I m N m m N mocmummmem wow mCOHuoonm nouumn cpHB muOHum> onoE He a O O OH O O pommmuocH OCOHDHOQ no oomoBoH mums monnm Ho * ON ON 0O om ON Om>smm do on mooom Ommmasm OH500 H An + O N NH O O OHO mOcmHNO >5 O0 egos Hm + "OH :mumo mHOE Emnmoum cocsH map ECHO ommzousm UHDOB usmedum NHIHH OHIO Hmnos mHHHo msom swuH xmm mHmEmm Hmuoe mo ucmu Hem ‘ newswonm who: .Hoozom om mEmpH poom mo mmmgossm ocoespm mocmuscH UHDOB noHSB wn0pomm OCHQHoocou mwcoomom monocoouomII.vH mqmme 72 participation. Girls were more concerned with variety and types of foods offered, and with more time allotted for lunch periods. In all, an impressive 86% of the students declared that increased participation could result if their suggestions were accepted. Students ”On a Diet“ One of today's cultural preferences is for a lithe and lean figure. Young persons are inundated by the media with the need to have that epitome of desirableness--a slim and trim body. Previous research has indicated that the most common choice of means to attain a slim figure is diet. This study revealed that 21% of the students do not have available to them “items needed for my diet." The majority were girls and in the higher grades. The term “diet” can be interpreted in numerous ways and pertains to health disorders as well as figure control. Foods which are low in calories but high in other nutrients usually are suitable for a number of diets. Many students requested that less fried foods and chocolate be served, to help them control acne and other skin disorders. Boys on sport teams requested foods higher in protein and lower in carbohydrates. Girls expressed a distaste for gravies and “starchy" foods. A specific request for nutritious foods and well-balanced meals came from 2% of the total sample. In all, about one—fourth of the students expressed a need and desire to have abailable nutritious foods which could be eaten by students “on a diet.“ CHAPTER V SUMMARY AND IMPLICATIONS OF THE STUDY This study set out to investigate and identify those factors which might be of influence in forming high school students' attitudes toward existing lunch programs. It assumed that this information could be best obtained from the students themselves by soliciting their opinions on an Opinionnaire. To achieve this, almost 4,000 students in five Catholic High Schools in the Milwaukee, Wisconsin area were given Opinionnaires: 86% returned usable responses and comprised the total sample for the remainder of the study. Descriptive information pertaining to school policies and procedures and the operational characteristics of the lunch program in each school were obtained through interviews with the principals and cafeteria managers of the five par— ticipating schools. Observations made on three days in each of the schools during meal service gathered more detailed information relative to program types, actual student par— ticipation on the sampling days, and the nature and extent of student food purchases on those days. This information was used as supplementary data to interpret the responses of the 73 74 students. In summary, the background information yielded these dents' data: 1) Each school lunch program has characteristics and policies unique to its operation. Lunch periods vary in number from one to four; in duration from 25 to 40 minutes; in serving time from 11 to 28 minutes; and in size from 23% to 100% of the student enrollment. Among schools, the first scheduled period is 11:00 a.m.; the last one is 12:45 p.m. 2) Types of lunch service range from single—priced Type A lunches to plate lunch combinations, to all items offered on an a la carte basis. Purchase of milk and snack foods for students bringing lunch from home is provided for. Vended food items are available to some extent in some of the school cafe- terias. 3) Both the traditional single-file serving lines and the scramble system are used. Separation of students purchasing meals and those purchasing supplementary food items is not practiced. A common dining area for all students is provided in all schools. Seating ca— pacity is barely adequate and the cafeterias are .« crowded. : 4) Menus are planned mainly by cafeteria managers and food service employees. In only two schools do stu— dents presently have an opportunity to request foods to be served. 5) Menus are either single use or cycle. The weekly menu pattern varies extensively aong the lunch pro- grams. Three schools have a variety of selection acceptable to the students. To better interpret the study data and View the stu— attitudes with their circumstantial background in mind, all the results were reported in five classifications: sex, grade level, type of school enrollment, individual schools, and total sample. Completion of the objectives of the study resulted in the following conclusions: 75 1) Actual student meal purchase averaged 19%; students who claim they regularly purchase their entire meal at school number 20%. Purchase of food items on an a la carte basis was actually 59%: student claims to supple— mentary purchase was 79%. 2) Economic factors play an important but not primary role in student lunch purchase. Means of payment for student lunches involve three main sources: parents (39%), personal earnings (34%) and allowances (11%). More students in coed schools earn their own money than students in non—coed schools. 3) Over one~half (56%) of the students specify how their money is to be spent in regard to food; i.e., amount of food, type of food, and place of purchase. Slightly more than half of these are boys. About 90% of the students claim food prices are too high. 4) Personal factors are of positive influence to 61% of the students polled. Another 36% asserted that personal factors are also reasons for not purchasing their lunch at school. 5) Almost two-thirds or 63% of the students indicated their food purchase was due to selective factors. Con— versely, 39% felt that selective factors influenced them to not participate in the school lunch programs. 6) Parental wish was the main other related factor which acted as a positive influence toward participa- tion. Physical and time factors have a negative influ- ence on 42% of the students. 7) In ascending order, the preference ranking for types of food service to have available in high school lunch programs is: Type A lunch (8%); separate area for self- serve, pre-packaged foods (22%); plate lunch combina- tions (29%); all foods available on a per-item purchase basis (50%); coin-Operated vending machines (66%). 8) Menu items greatest in demand were beverages. Milk consumption far exceeds that of carbonated beverages. Hot beverages and coffee are requested by nearly a third of the students. 9) Soup is desired by 23% of the respondents. Observa— tion revealed that it is served regularly in only three of the five schools. 10) A compiled list of requested I"popular entrees” showed that student preferences are for the 76 easy—to-eat and common foods. The foods most in demand are hamburgers, hot dogs, pizza, leppy joes, and pizza- burgers. Chicken and fish ranked next, together with spaghetti and turkey. 11) Candy is often demanded by students. When it is available, an average 20% of the students actually pur- chase it. 12) The most popular dessert is ice cream. Fruit in any form is not purchased to a large extent; vegetables are purchased even less often. Of the packaged snacks, chips are preferred. 13) Vending machines for items other than beverages have a low rate of patronization. 14) About one—fifth of the students indicated their positive or negative participation in the school lunch program is influenced by their peers. 15) An impressive 86% of the students declared that increased participation could result if their sugges- tions were accepted. 16) Almost one-fourth of the students eXpressed a need and desire to have nutritious foods available, which could be eaten by students_"on a diet.” 17) Sex, grade level and type of school enrollment are variables to consider when planning a high school lunch program. As a result of this study, some guidelines can be sug- gested for development or modification of high school lunch programs which will satisfy the needs and desires of teenage consumers. They deal with policies, physical facilities, the menu, and student involvement. Suggestions relevant to an acceptable and successful program include that it: 1) assure at least a 30 minute duration for each lunch period and allow students to purchase foods during at least two—thirds of that interval. 2) provide seating capacity and physical facilities of a size 10% greater than the largest group of patrons. 77 3) contain sufficient serving areas so that students do not have to wait more than six minutes to be served, and allow the scramble system where possible. These concepts might be carried out by having "snack bars" of beverages and packaged foods available in a loca- tion other than the serving area. 4) offer all foods on a per item purchase basis. 5) allow student participation in meal planning and food purveyance through committees, suggestion boxes or volunteer liason students; obtain suggestions at least twice during the school year by distributing check lists of foods so that students can conveniently indicate their preferences; be open to suggestions, comments and criticisms of the students; and have a means of feedback and communication so that students will know you are doing something about their comments or complaints. 6) include the "preferred popular foods” often on the menu. 7) have hot beverages available to the students, at least during the colder months. 8) prepare the items greatest in demand in such a quantity that all students who desire to purchase them will find them available, even if they are in the last portion of the latest lunch period. 9) publicly release the menu items to be served at least three days in advance and preferably one week. This study revealed the attitudes of students in Cath— olic high schools in an urban area. Further research using this same methodology could be conducted in one of several ways and yield meaningful results. Some of the pertinent possibilities are: 1) take the data from one of the schools; modify the existing program in that school to meet the students' needs and preferences and in conformity to the above guidelines; allow a time lapse; observe for expected change; measure the change. 78 2) run this same or a similar study in a public school system which has only a Type A lunch program, to deter- mine the differences in students' opinions and degree of participation. 3) conduct this same study in either rural or samll— town locations to determine similarities and differ- ences between urban and rural dwellers' opinions. 4) undertake a similar study in those schools which use vending service as their lunch operation, to deter— mine student opinions and participation. LITERATURE CITED 79 9. 10. ll. 12. LITERATURE CITED Beal, Virginia A. l'A Critical View of Dietary Study Meth— ods." Food and Nutrition News. 40:4 (Jan. 69), 1—4. Borg, Walter R. Educational Research. New York: David McKay Company, Inc., 1967. Bott, Lucille. "Attitudes Toward Food and Quality of Food Selection Patterns of Teen—age Girls." Unpub— lished MS Thesis, New Mexico State University, 1966. Deisher, R. W. and Mills, C. A. “The Adolescent Looks at His Health and Medical Care." Am. J. Pub. Health, 53:1928 (Dec. 63). Estes, Dr. Everett. 'A Practical Approach to the School Food Service Program." School Lunch Journal. (Nov. 68), pp. 46—9. Exton, Elaine. "National School Lunch Program." School Board Journal. (Oct. 64), p. 41. Good, Carter V. and Scates, Douglas. Methods of Research. New York: Appleton—Century—Crofts, Inc., 1954. Hampton, Mary; Shapiro, Leona and Hueneman, Ruth. "Help— ing Teen Age Girls Improve Their Diets.“ J. Home Ec. Assn., 53:835—8 (Dec. 61). Hinton, Maxine; Chadderdon, H.; Eppright, E., and Wolins, L. "Influences on Girls Eating Habits Behavior." J. Home Ec. Assn., 842-46 (Dec. 62). Lantis, Margaret. "The Child Consumer — Cultural Factors Influencing His Food Choices.” J. Home Ec. Assn., 54:370-75 (May, 62). Lee, Geraldine. "Texas Community Tackles Teen—Age Food and Nutrition Program.“ J. Home Ec. Assn., 55:763—66 (Dec. 63). Lewin, Kurt. "A Group Test for Determining the Anchorage Points of Food Habits — A Preliminary Report on a Study." Iowa City: Child Welfare Research Station, State University of Iowa, 1943. (mimeographed) 80 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 81 Litman, T. J.; Cooney, J. P., and Stief, R. "The Views of Minnesota School Children on Food.” J. Am. Diet Ass., 45:453 (Nov. 64). National School Lunch Act, as amended (Public Law 87—823). Washington, D.C.: U. S. Government Printing Office, 1967. 'National School Lunch Program Observes 20th Anniversary." 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Townsend, Forrest. “A La Carte Snack, Vendee's Choice.“ School Board Journal, 149:56—7 (Oct. 64). Weston, Grace; Pfleiger, Elmer, and Peters, Mildred. DEMOCRATIC CITIZENSHIP AND DEVELOPMENT OF CHILDREN. Detroit, Michigan: Wayne University, 1949. United States Department of Agriculture. NATIONAL SCHOOL LUNCH PROGRAM (PA 19). Washington, D.C.: U. S. Government Printing Office, 1965. 27. 9. 10. ll. 12. 82 United States Department of Agriculture. SCHOOL LUNCHES — A BILLION DOLLAR MARKET FOR FOOD (PA 750). Washing- ton, D.C.: U. S. Government Printing Office, 1966. Additional References Brittain, Clay V. "An Exploration of the Bases of Peer- Compliance and Parent-Compliance in Adolescence.” Adolescence. 2(8), pp. 445—458 (Winter, 67). Davis, H. P. “Why and How the USDA Administers the Na— tional School Lunch Program.“ Nation's Schools. 70:91-3 (Sept. 62). Everson, G. "Bases for Concern about Teen—Agers' Diets." J. Am. Diet. Ass., 36:17—21 (1960). Glaser, Adelaide. "Nursery School Can Influence Foods Acceptance." J. Home Ec. Assn. 56:9 (1964), pp. 680—683. McElroy, J. and Taylor, B. "Adolescent Values in Selec— tion of Food." J. Home Ec. Assn. 58:651—54 (Oct. 66). McKinley, B. "Plate Meals are Student Planned Today." School Executive. 77:100-104 (1958). Mertens, M. W. and Donaldson, B. "Factors Affecting Main Dish Menu Variety in Wisconsin School Lunch Programs.” J. Home Ec. Assn. 411-12 (June, 64). Morgan, Winona. "Factors Influencing Children's Food Habits — Home and Community." Proc. Nutr. Educ. Conf., USDA Publ. 913, Washington, D.C. (1962). National Study of Secondary School Evaluation. Report of the Commission. Food Services — Guiding Principles. Washington, D.C., 1960. ”No Choice Menu Helps Keep Lunch Programs Solvent in Kirks— ville.“ Nations School. 73:64 (Jan. 64). Oltman, S. ”Lunch Factors You Can't Control." School Executive. 76:129—30 (1957). Peckos, P. S. and Heald, F. P. 'Nutrition of Adolescents.“ Children. ll:27—30 (Jan. 64). 13. l4. 16. 83 Rorex, H. D. “School Lunch Program Marks 20th Anniversary.“ School Board Journal. 153:8—9 (Oct. 66). Rowntree, Jennie I. "The Family Influence on Children's Food Habits.” School Lunch Journal, (Jan. 65), pp. 13—14. Swingle, A. E. “Type A Nutrition is In The Bag.“ Nations Schools. 72:54 (Aug. 63). Wilson, L. " tudents Plan Their Menus.” School Executive. 77:133-34 (1958). APPENDIX A DETAILED SUMMARY TABLES 84 TABLE 15.——Classification of Total Sample According to All Variables. r' :- ‘:-"1., ;?f: ”tor—22:3: -: 7 1:1: —L Per Cent of Total Number (N=3520) School Coed 1696 48 Enrollment Noncoed 1824 52 Sex Boys 1619 46 Girls 1901 54 Sex and Coed 756 21 School Type Boys Noncoed 863 25 Girls Coed 940 26 Noncoed 961 28 Age Boys 13 51 l and 14 852 24 Girls 15 897 26 16 868 25 17 803 23 18 48 1 Grade Boys 9 914 26 Levels and 10 907 26 Girls 11 837 24 12 862 24 86 TABLE l6.--Composition of Total Sample According to School, Grade Level and Sex , ,_ ._ _-_. _.—. ..__—— .——~.- -—.——-— m..- School Total Per Cent of Sample All Grades All Grades (N=3520) School Grade Boys Girls Total Boys Girls Total A 9 75 108 183 2 3 5 10 I67 95 162 2 3 5 N=750 11 75 114 189 2 3 5 12 94 122 216 3 3 6 Total 311 439 750 9 12 21 B 9 107 129 236 3 4 7 10 116 130 246 3 4 7 N=946 11 106 227 227 3 3 6 12 116 239 237 3 3 7 Total 445 946 946 12 14 27 C 9 232 - 232 7 7 10 241 - 241 7 7 Nr863 11 216 — 216 6 6 12 174 — 174 5 5 Total 863 - 863 24 24 D 9 — 189 189 — 5 5 10 — 170 170 — 5 5 N2694 ll — 162 162 — 4 4 12 - 173 173 — 5 5 Total - 694 694 — 20 20 E 9 — 74 74 — 2 2 10 — 88 88 - 2 2 1:267 11 — 43 43 — 1 1 12 — 62 62 — 2 2 Total - 267 267 — 8 8 All School Totals 1619 1901 3520 46% 53% 100% Note: Totals may appear inconsistent due to rounding. 87 TABLE 17.-—Composition of Total Sample According to School and Age Boys Age School 13 14 15 16 17 18 A 5 63 74 74 82 13 B 7 93 113 109 108 15 C 8 224 247 207 174 3 D ._ ._ _ _ ._ _ E _ __ _ _ _ _ Numerical Total 20 380 434 390 364 31 % of Total # 11 12 11 10 # Girls Age School 13 14 15 16 17 18 A 6 102 102 118 106 4 B 7 114 124 132 122 C _ _ _ _ ._ .— D 11 188 159 175 157 4 I; 7 68 53 54 7 Numerical Total 31 472 463 478 439 17 % of Total # 13 13 14 12 # 88 TABLE 18.——Composition of Sub—Samples According to School, Lunch Period, and Sex Percentage of Number Assigned Sub-Sample Lunch School Period Boys Girls Total Boys Girls Total A 1 100 113 213 14 15 29 2 76 103 179 10 14 24 N=750 3 92 146 238 12 19 31 Variable 43 77 120 6 10 16 Total 311 439 750 42 58 100 B l 116 121 237 12 13 25 2 107 129 236 12 13 25 N=946 3 106 121 227 11 13 24 4 116 130 246 12 14 26 Total 445 501 946 47 53 100 C l 473 - 473 55 - 55 N=863 2 290 — 390 45 - 45 Total 863 863 100 100 D 1 “ 162 162 ’ 23 23 2 — 173 173 ‘ 25 25 N=694 3 - 170 170 - 25 25 4 - 189 189 “ 27 27 Total 694 694 - 100 100 E l ‘ 267 267 “ 100 100 N=267 Total All Schools 1619 1901 3520 89 name umm moo cmsu mmmH I OH «O OO OH O N # Hmuoe N O m N H O NH N O O H O # HH O OH O H O O OH HH OH N H O HO O NHOHHHOO OoasH OHHO HO NN OH OH OH HH NH Hmuoe O O O O O O NH O O O O O O HH O O m O O O OH @803 Eoum HUGSH mHmHmEoo O O m e N N O OGHHQ I mmmsousm oz Ho NH O ON OH OH ON Hmnoe O H O O O O NH O N O O O O HH mace aonm uamaonn m N O O H O OH eocsH HamsmHmmsm on O H O O O O O mEmpH chuHmo mmmgonnm HQ OH NH NN HN OH N Hmpoe v O O O O H NH O O O O O N HH O O N O O N OH Hoonom um O O N O O N O HUQSH mHHpcw mmmnousm Hm mHHHw mmom mHHHw mmom mHHHo whom Ho>mH EouH mcmno Hm>mz mmEHHmEom mwm3H¢ MHHmmz no mNOBHN HONOO u zv mEmHOonm cUQSH Hoocom 2H coHummHoHpHmm mo ucmuxm OcHnnmocou newcommmm Hampsum mo ucmo HmmII.OH mqmde 9O NOHH OHOH ONO OHN OO NN Hmuoe NON OON OOH OO ON N NH OON OHO NOH OO OH O HH NOO OOO OOH OO OH N OH ONO OOO NO NO NH O O NHOHHHOO OoaaH OHOO 1O ONN OOO ONO OOO OOO NNO Hmuoe ONH ONH OOH OHH NHH OOH NH OOH ONH OOH HHH HOH OO HH OOH OOH OOH OOH OOH NNH OH mEon Eonw socsH mumHmEoo ONN OOH OOH ONH NO ON O OOHHO I mmmsousm oz Ho OOO OON NHO HOO NNO OON Hmpoe OO NO ONN OOH OOH NOH NH HO HO OOH OOH OOH HOH HH 060: Eoum unmsonn NOH HO NHN OOH OOH OOH OH cocsH pamEmHQQSm 0p NHH OO OOH OOH HOH OOH O mcoom chuumo mmmconsm Hn OOO HOO OOO NON ONO NON Hmuoe OOH ONH ONN OOH OHH HO NH OHH HOH OHN ONH OHH ON HH NO OOH OON NON OHH OO OH Hoocom um HNH ONH HON NHN ONH OO O nocsH oHHucm mmmgonsm Hm mHHHo mwom mHHHw mmom mHHHo mmom Hm>mH EmuH mpmno nm>mz mmEHumEom OOOBHO mHnmmz Ho ONOBHN .mEmHOonm HUQDH Hoonom CH coHummHoHpHmm mo ucouxm OchHmocoo mmmcommwm poopsum mo HenEDZII.ON MHmme 91 NO ON HO OH O N NH OO ON NO OH N H HH NO OO HO OH O N OH ON OO OH NH N H O OHOHHOOO OocaH OHOO HO NO Om Om ON ON Om NH HO OO HO ON ON ON HH ween OO Om Om ON NN ON OH scum OoasH mHmHOsoo OO OO NO HO OH OH O OcHnn I mmmguusm oz Ho HN OH OO NO Hm NO NH HN OH OO Om Hm OO HH maog scum HOOsonn HN OH OO Om NO OO OH OocsH pamsmHOOam 0» ON OH NO Om Om OO O OOOH OHOHHOO mmmnonsm An ON OO NO OO ON OH NH ON Om Os OO NN OH HH ON NO OO OO NH OH OH Hoogom Hm ON HO OO NO ON OH O OocsH mquam amazonam Hm OHHHO whom mHHHo whom mHHHw mmom Hm>mH EonH momma Hm>mz mmEHumEom OOOBHN OHHmmz Ho OOOBHN .mEmHOonm HUQSH Hoozom CH GOHummHoHuHmm mo ucouxm OGHCHmocou Hmpmno cam xmmv mmmcommmm mmmpcwonom OSOHOII.HN mHmmz ON Om OH OH MN mmEHumEom O O N N N OOOBHO OHOOOZ OHOOHOOO OocsH OHOO HO OO Nm Om OO OO Hm>wz ON ON mm ON mm mmEHumaom 0E0: Eouw LUQDH mpmHmEoo mH ON ON ON OH mwmsz >Hnmmz OCHHQ I mmmnunsm oz Ho MN om NH OH OH Hm>mz @803 ECHO OO MO NO NO mm mmEHpmeom HL®DOHQ socsH ucmEmHQQSm ON MN mO HO HO m>m3H¢ xHHmmZ Op mUOOw CHmuHmo mmmzousm HQ OH OH 0O Om mN Hm>mz om Om mO nO OO moEOumEOm HOOSUm Hm ON HH OH ON m>OBH¢ >Hummz Hm LUGSH mHHucm mmmgousm Hm m Q U m a pcmuxm mo Hmmmucmonmm Hoogum .mEmumoum QUCSH Hoogom m>Hm CH coHmeHoHuHmm wo ucwuxm mo 3mH>Hm>O Hoogom||.NN mHmde .OO mmmm uxmw mmm .ocmemeOE mm ONE mmnsmHm mmmab 93 O .wozmwcmuum msonm mo ucmo HmmO .mOOO COHuw>Hmeo mmung HOO mocmmcmpum mmmum>m mo pawn Hmmm .quEHHoucm Hoosom wo ucmo HmmN .moH>me mcchm> mo m>HmsHome OO OOH .. 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OOOH OOO NOO OOH OOH HOH OHH HOH HNH HOH ONH «Hmmwwoo OCHODHUCHO mmOmum>mn no: .OH OHOH ONO OOO NHN OOH ONN OON ONN OHN OON OHN xHHE cmnu uwnuo mmmmum>mn 0H00 .NH OOO OOO HOO OOH OOH OO OOH OO OOH OHH NOH xHHE .HH OOOH OOO OOO OON OOH NHN NOH OON OOH OON NOH Owcmo .OH «O OH OH O N H m a O O m Ream .cuoomom .mchuv mxomcm .m « ONO OOO HON OOH NO OO OO OO OO OO OO wwaooo can mumxumuo .O OOOH HOO OOO NOH OOH OOH HOH OOH OOH NON NOH Emmuo on .O OHOH OHO OOO HOH HO OOH OHH OOH HO HOH ONH uHsuO .O OOHH OOO ONO OOH OO OOH NOH OOH OOH OOH OOH muummmmc .O OOO OOO OOO OOH OO OHH OOH NNH OHH OOH ONH mwnoH3©cmm @Hoo .O OH O O O N m H H H H O mmnofl3vcmm no: .O O OOO OOO OOO OO OO NO OO OO OO OOH OHH mmcmHO chE uo: .N HOO OOO HOO HOH OO OO OOH OO OO OOH OOH mmsom .H OONN OHNH OOOH ONO ONN OON OON NON HON NHO OON "HOO mwcHnomE OGHccm> .QOIQHOU Hw OOO OOO ONO OHH I OO OOH OO ONH OO OHH OO moooO OmOmxomm “0m mmum mumummmm HO OOOH OOO OOO OON OOH NON OOH OON OHN OHN NHN mHmmn umou EwuH umm Ho HNOH OOO OOO OOH ONH OHH NNH ONH OOH NOH NOH mcoHumcHnEoo nocsH mOMHm HQ OON OOH OHH OO OH OO NO OO OO OO ON nucsH d mama Hm Hmuoa mHnHo whom mHHHu mxom mHuHo mxom mHuHc m>om mHuHo m>om wouHmmo m0H>uwm coom mo mwmxe mmcmuu HHO momuo nuNH momma :uHH momma cuOH mwmuu cuO xwm cam Hw>mH momuo .anmHHm>¢ OHumHSOmm m>mm ou wuHmwo mucmvsum on>umm moon O0 mwmxe OcHumoHUQH mmmcommmm mo quESZII.HO mHm w no H items vended machine location SCHOOL LUNCH STUDY SCHOOL IV. No. .— \J. VI. Different Types of Student Service Areas Food Categories Offered customer served (total) part customer served, part self-serve self-serve within cafeteria self—serve outside cafeteria vending machines within cafeteria vending machines outside cafeteria Service Styles traditional single file (all areas) traditional single file (some areas) scramble system (all areas) (indicate) scramble system (some areas) (indicate) other other Number Service Areas vs. Customer Classification YES areas NO Separate Service Areas (lines) for: a. students purchasing entire lunch b. students supplementing bag lunch from home c. students purchasing beverages only d. students purchasing a la carte items (other than beverages) e. students using vending machines (within cafeteria area) "‘F“ ___-_,_ f. Administration and faculty members I 9. other school personnel SCHOOL III. - .1.—__— VIII. Employed Adults Student Employees TX. LUNCH S'I‘UDY SCHOOL Dining Areas vs. Customer Classification Separate Dining Areas For: a. h. C. d. 8. students purchasing entire lunch on premise student bag—lunchers purchasing supplements student bag—lunchers, no on—premise purchase administration a faculty separate dining room administration & faculty - section of main cafeteria dining room other school personnel, separate dining room other school personnel, section of main cafeteria dining room other (describe) TOTAL common dining area for all customer classifications Cafeteria Service Personnel Counter Workers Service Area(s) Seating Capacity .-- 4-————— -—. ...._ Cashiers b..- Menu Planning Policies and Procedures 1. 2. -M —_.—-— 3. 4. Person responsible for planning menus itle) rvice Employees (other) (t Others involved in planning menus: _Administrators _____Faculty _____Food Se Students _____Parents Type of menus planned: single use period of time planned for cycle length of cycle extent of repetition Public release of menus: yes no media used release frequency lead time SCHOOL LUNCH STUDY 5. Weekly Menu Pattern Menu Item Sub-Category SCHOOL No. of Items per Category Frequency A. Soups Entrees Meat Fish Meatless Vegetables Salads Sandwiches Plate Combinations Fruits Desserts Stock Cream Whole Mixtures Potatoes Others, cooked Fruit Vegetable Meat Meatless Meat Meatless Fresh In syrup Ice Creams Pies Cakes Cookies & Bars Puddings AICHUUI. LUNCH S'l‘U DY .m:nu iIteni Sub-Category SCHOOL No. of Items per Category Frequency I. Beverages J. 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HNMVLDSD .Amva .>uHmum>HCD 0C>m3 m .mmsoum mCOHum> CH 00Cmummoom m0 mCHHomw m 0>MC 09 .momCMCO HCCOHHOSm UCC HCHUOm .HmonmCC mCHuCp CUCmHumm CCm mCHoCmumumpCC uHCCm Mom .muownoum COEEOO C0 Conummou xu03 0» mHuHm CCC mmon now .am: C30 CH mmCHHmmw use CH0: ou meuHCCuuommo Mom . .mCoHumCuHm CH moCoummeoo CmCOHCu woCmqumm mo mCHHmww commwuoCH Mom .xwm muHmommo wCu CuH3 mCHHMHUOmmm mo mCmmfi xmmm OB .HHCCC Cw waH yum Cu uweuo CH mConmwumxm HCCOHuosm CHmuummu 09 .muHCpm CuH3 aHmmoHo mumHoommm 09 muHspm mxHH pom 09 A0 pCm CoHuumxmauw>0 .xu03um>0 C0 mmmusoo maHmmn CH CoHuosuuwCH Com .qu>Hu0m Hmon>Cm C0 pmmMQ umHU uHCpm Com .waHm m0 mason OH on m m0 ECEHCHE Com AdUHmwmm .< mhwow mHIwH quwomoHOUC m0 meow: "CmmHCUHz .CwuoHHCU mo quemmH0>0o pCmimHCmC0NHuHU 0HumH0020o .muwuwm CCHCHHS UCm “HmmHmHum .m McEHm “Coummz momuu O \Ol‘m O HNM vm 113 (LETTERHEAD) September 26, 1970 , Principal High School Milwaukee, Wisconsin Dear This letter concerns further information in regard to my study of student participation in selected Milwaukee Catholic High School Lunch Programs, which I contacted you about in early September. The Opinionnaires which will be used to gather student views concerning factors which influence their participation in the school lunch program of their school is now being pro- cessed for distribution to the five schools selected for study. The forms for your school, assembled in packets of each, will be delivered to your office on or before October 3th. Included with each packet is a memo for faculty members who will administer the Opinionnaire to the students at your school. Since it will be necessary to tabulate and summarize the responses from all sch0013 before proceeding with the next phase of my study, I would greatly appreciate completion and return of the student Opinionnaires by October Blst. As soon as the completed Opinionnaires are ready for return, please contact , Secretary, High School (Phone 352-4886) who will arrange to have them picked up from your school and forwarded to me. If you have questions or need clarification of the procedures requested, please contact . My interview with on September was most helpful in assembling descriptive data pertaining to the general Operational policies and procedures of the lunch pro- gram at your school. These data, coupled with the summarized responses from the student opinionnaire and the observation data to be gathered at your cafeteria should provide a mean- ingful base for identifying the specific factors which appear to influence the nature and extent of your student school lunch participation. Comparison of similar data from the five cooperating schools should help to identify those factors com- mon to all participating schools which influence student par- ticipation in the lunch programs provided. Your willingness to permit your school to participate in this study and your continuing assistance in providing the means by which I will acquire the necessary data is sincerely appre- ciated. Let me assure you that all data from each of the co- operating schools will be held in confidence and the findings from the study will be reported without identification of the participating schools. Sincerely, Sister M. Roseann Koskie 114 October, 1969 Dear Faculty Member: Your principal has kindly granted permission for the students of your school to participate in a study of selected Milwaukeee Catholic high school lunch programs. One very important part of this study involves the completion of the attached opinion— naire by the entire student body of your school. The purpose of the inquiry is to gather student opinion concerning those factors which students feel influence the extent to which they participate in the lunch program of their school. The date and time for the administering of this Opinionnaire will be designated by your principal; your cooperation is needed for: l. distributing the forms to all members of the class and instructing them to: a. supply the personal information requested in section #1 but not to sign their name. b. complete all of the questions included in sections 2 through 7 by checking (x) the column or item that best expresses their personal opinion regarding each question. c. write additional reasons and suggestions where appr0priate. 2. collecting the completed forms and returning them promptly to the collection point designated by the principal of your school. The opinionnaire has been so designed that it can be completed in five minutes or less. The principal of your school, the cafeteria manager and I appreciate your generous sharing of class time to help us obtain this important information. With sincere thanks, Sister Mary Roseann Koskie 115 STUDENT OPINIONNAIRE The school lunch program is maintained as a service to the students: it is only valu- able when the students participate in it. Students' opinions are essential in influ- encing decisions regarding the types of services which may be offered. Please answer the following questions by checking the answers that best apply to you. 1. a. Age b. Sex c. Grade d. Time of your lunch period NEARLY SOME- 2. HOW OFTEN DO YOU DO EACH OF THE FOLLOWING: ALWAYS ALWAYS TIMES NEVER a. Purchase your entire lunch at school. b. Purchase certain food items to supplement the lunch you bring from home. c. Purchase no food items at school: bring complete lunch from home. d. Skip lunch entirely. 3. WHEN YOU 29 PURCHASE FOOD ITEMS AT SCHOOL, IS IT BECAUSE: YES SOMETIMES NO a. You like the way most foods are prepared and served? b. You like the variety of foods offered? c. The foods you like best are usually available? d. You know in advance what foods will be on the menu? e. Your friends purchase their lunch? f. Your parents wish you to purchase your lunch? 9 h. No one had time to fix your bag lunch? You prefer to bring only part of your lunch from home? 1. Foods available at home were not suitable for your bag lunch? I HHHIH | Are there other reasons? If so, please indicate on the lines below. 4. HOW DO YOU USUALLY PAY FOR THE FOOD YOU PURCHASE AT SCHOOL? (Check the one that best applies to you) a. From lunch money provided by your parents? b. From your personal earnings? c. From your allowance? d. Other (describel SOME- 5. WHEN YOU DO NOT PURCHASE FOOD ITEMS AT SCHOOL, IS IT BECAUSE: YES TIMES NO a. Most of your friends bring bag lunches? 0' "Popular' foods are not served regularly enough? The choice of food items is too limited? You dislike many of the foods served? You dislike the way the foods are prepared and served? You are not familiar with many of the dishes served? The portions are too small, not satisfying? The food prices are too high? You don't know what foods will be offered? Particular items needed for your diet are not available? The lunch line is too long? The lunch room is too crowded? 3 ,. x U-om I a rm 0 0-0 The lunch period is too short? You are not hungry at lunch time? :1 0. You do not take time to eat because you have other activities during the noon hour? Are there other reasons? If so, please indicate on the lines below. I .Hllllllllillll I 6. gggég I30 PURCHASE ALL OR PART OF YOUR LUNCH AT SCHOOL MORE . YES SOMETIMES NC a. More of your friends did? b. You could suggest foods to be served? Do you have other suggestions? —— _——_ (please indicate) 7. PLEASE INDICATE WHICH OF THE FOLLOW ' ING TYPES OF FOOD REGLLARLY AVAILABLE IN YOUR SCHOOL. SERVICE YOU HOULD LIKE To HAVE a. Type A lunch b. Plate lunch combinations c. All foods available on a per item purchase basis d. Separate area for self-servide, pre-packaged food items a. Coin-operated vending machines for: (indicate kinds) lllll soups hot main dishes fruit ____ desserts ____ cold sandwiches -——.candy _ ice cream _ crackers 5 cookies : cold beverages ____ milk ____ hot beverages (other than Milk) other (describe) f. none of the above 116 emu can mmwmoo mmmum>mn .numo mmmuw>mn uHsum moooo mxafle mommum>mm .m mmcaocsm mean a mmflxooo mmxmu mead mEmwuo mow msuxm ea measuw :mmuu .muesuw muummmmo .w mmmaumme ume mcoflumcflneoo madam .0 mNNwm mmwaumma Heme menoflzpcmm .m nonuo cwuoamm wanmuwmm> uflsum I mosamm .Q Umxooo mumnuo mwoumuom I .mm> .U mmmaumme swam mmusuxflfi name name mHO£3 I mmmuucm Emmuo xooum I mmsom .< emceu mowed CHOW .uuma .eda mam mega» paOm mo .02 muse AOOZUm puma .omm mmm>u UHOm mcofiuuom mo .02 .mumo uwma .vmm mmmxu mcofluuom mo .02 sumo ZmMBfidm Dzmz maHoo a.mw>mmmmo mm>mmmmo 117 UHOm :flmEmH .Hfim>m CHOm cHdEmu .HHm>m paOm chEmH .HHm>m CHOm cmmamu ammo CHOm CmmEmul .mmo ©HOm MHmEmu ammo mama sumo mama mama Iwumo sumo wofl>umm a cacouwx mumwsmmu Hmucsoo AOOmUm MQHDO mmm>mmmm0 .e .m .m .0 mmflpcmo .U mean .0 mmxmo .n mmflno .m umucsoo mmouom paom I mxomcm Ummmxomm .v mxomcm .m mmflpcmo .p mammuo QOH .0 means .n messes snow .m momma seasons mcwpcm> .m maufim mo nonfisc .p whom no umnfisc .0 ounce ma m .n mammE mumHmEoo .m mcflmmnousm mucwpsum mo umnfidz .N amazemumm mo Henson amUfi>Hom maumummmu .H mm>mmmm0 118 OBSERVATION GUIDE (SMRK) SCHOOL Dates Enrollment Data: Boys _ Girls LunCh POllCY‘ I. II. III. IV. a. Time of periods b. Length of periods c. Actual serving time Release of menus: a. Chalkboard b. Menu Board c. Other Dining Areas: Location No. of Seats a. Adm. & Faculty b. Clerical help c. Custodial help d. Food service personnel Student attendance on the observation days: 1) 2) 3) MICHIGAN STATE UNIVERSITY COLLEGE OF HOME ECONOMICS EAST LANSING, MICHIGAN JUL 12 2973 Y‘»'.i , ribs 41;; 1“,, MICHIGAN STATE COLLEGE OF H UNIVERSITY E ECONOMI EAST LANSING, MICHIGANCS Thesis M.S. 1970 KOSKIE, Sister Mary Roseann Factors Affecting Student Participation In Selected Milwaukee, Wisconsin Catholic High School Lunch Programs. Koskie, Sister Mary Roseann, [kujhjtfi AIIHCIJIHinUJdQHL IWH M - 5'3 - _'l_ '53:)” [i] I"II\IIZ' DATE ISSUED TO Iii) iIé ICH-I EJJI: I EII” ITCII 3' IIIIriflfLIIIII, “I *‘ II «J . I.) .. 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