Author
Listed:
- DeNunzio, Maria
- Serrano, Elena
- Kraak, Vivica
- Chase, Melissa
- Misyak, Sarah
Abstract
Underserved communities, including those of Black, Indigenous, and people of color, experience unequal access to food systems resources and programming. Community health workers are lay public health workers from underserved communities who provide basic health services and culturally sensitive education while bridging social services and community needs. The objective of this study was to determine if a community health worker model was feasible to deliver garden-based food systems programming with underserved Black, Indigenous, and communities of color for Virginia Cooperative Extension (VCE). Twenty-nine individuals from different programming areas and positions within VCE participated in semi-structured interviews using video-conferencing (Zoom) in 2021. Interviews were coded and analyzed with thematic analysis. The study found that the community health worker model is feasible for garden-based food systems programming for VCE. Themes identified include the fit of the community health worker model for VCE, cultural humility, and logistics. The community health worker model has potential to expand culturally relevant food systems programming and increase inclusion in VCE. Garden-based food systems programming with a community health worker model may create opportunities for interdisciplinary collaboration. The community health worker model is fit to advance the community well-being values of VCE through inclusive food systems programming. Food systems community organizations can use this study as a template to evaluate potential new community health worker positions for expansion of inclusive food systems programming.
Suggested Citation
DeNunzio, Maria & Serrano, Elena & Kraak, Vivica & Chase, Melissa & Misyak, Sarah, 2023.
"A feasibility study of the community health worker model for garden-based food systems programming,"
Journal of Agriculture, Food Systems, and Community Development, Center for Transformative Action, Cornell University, vol. 13(1).
Handle:
RePEc:ags:joafsc:362832
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