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Michelle Vazquez Jacobus David E. Harris. Lewiston Community Food Assessment “Tell me what you eat, and I will tell you what you are." Anthelme Brillat-Savarin. The Community Food Assessment (CFA).
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Michelle Vazquez Jacobus David E. Harris Lewiston Community Food Assessment “Tell me what you eat, and I will tell you what you are." Anthelme Brillat-Savarin
The Community Food Assessment (CFA) The Downtown Educational Collaborative (DEC) –St. Mary’s Nutrition Center and DEC partners begin overview of nature of nutritional issues in Lewiston City Of Lewiston – Efforts on part of many groups for many years to do collaborative needs/assets assessment including LUCC, Bates Service Learning Office, MAO and others USM LAC – community based interdisciplinary campus with mission to serve and work with community.
The Downtown Education Collaborative (DEC) is a ground-breaking community education partnership comprising four colleges (Bates, USM LAC, CMCC, and Andover College) and three community-based organizations (Empower Lewiston, Lewiston Public Library and Lewiston Adult Education). It aims to pursue community-based educational work in and with Lewiston’s underserved downtown neighborhood. DEC’s mission is to cohere the resources of the colleges and to bring them to bear on the community, in partnership with the community, to contribute to the revitalization of downtown Lewiston.
USM LAC Founded in 1988 in response to community call, USM LAC is a campus of USM developed of, by and for the community. The campus serves • 1250 mostly “non-traditional” students, • a majority of whom are also first-generation college students. • LAC students routinely juggle college classes, employment, and family obligations. It is paramount to the college’s mission that the curriculum be relevant to the lives of its students and to their needs in developing skills and knowledge necessary to succeed in the community.
Impacts on Students • Enhances student learning: Develops skills and teaches content • Prepares students for professions and future in the field • Affords greater access to college • Contributes to student retention, perseverance, sustainability • Builds student esteem and confidence • Develops students as citizens: cultivates awareness of social justice, diversity, morality, empathy, social responsibility, understanding of difference/other, life-long civic engagement
Impact on Faculty Provides opportunity for collaboration Connects faculty to community, to colleagues and to institution Develops faculty sense of meaning, identity, and esteem – protective against burn out Builds faculty skills and learning Has potential for developing faculty research Refreshes course content, faculty teaching and presentation Provides opportunity for current and relevant application of course material
Impact on Institution • Builds profile and public image (if done well, completely and responsibly) • Aids student recruitment • Encourages gifts, donations, alumni volunteerism • Extends institutional resources through collaboration • Strengthens relationship with community organizations and with community as whole • Possibility for improving institution’s status with government and political officials because of all above • Renews university relevance in community and society
Impact on Community • Extends resources of college to the community • Extends opportunities for lifelong learning • Builds community capacity • Contributes to improved college access and aspirations
Two Community Engagement Focused Classes Applied Social Policy – Students partner with community organizations to engage in project of positive social change. Geographic Information Systems –students learn skills and technology for GIS mapping. GIS students mapped the food stores located by ASP students.
Initial Findings/Questions Raised by Student Engagement Accessibility includes comfort, safety, cultural familiarity Transportation or lack thereof is key determinant of accessibility Weather related challenges can be greatest obstacle to accessibility In many stores items like cigarettes by the piece, beer and lottery tickets are easier to come by than apples or carrots.
Community Food Assessment (CFA) – Phase 2 A collaborative project of DEC members and SOCHS Study Location: Lewiston, Maine Question: How do food store characteristics & demographics interact to impact food insecurity? Approach: Map food stores: What is sold? Price? Map demographics of at risk groups http://www.cfpa.net/Alerts/12.3.07.html http://www.ers.usda.gov/Briefing/FoodSecurity/images/2006map.gif
Food Stores – Healthy Food Categories Available Healthy Food Categories Fresh Fruits Fresh Vegetables Frozen Vegetables Reduced Fat Dairy Whole Grains Canned or Dried Peas or Beans Lean Meats
Least Expensive Food Stores & Fraction Single-Parent Households with Children
Question: Are members of “at risk” groups more likely to live > 1 km from a store selling most healthy food categories? Analysis: Compare populations of census blocks < 1 km from a store to populations of blocks > 1 km Chi-sq Result: Conclusion: People at risk for food insecurity are NOT more likely to live > 1 km from a food store
Questions: What predicts a high cost at the closest store with most food categories? What predicts large numbers of stores selling soda/ beer within 1 km? What predicts a longer distance to the closest inexpensive store? Analysis: Census block level Simple linear regression analysis Result: Conclusion: Areas with high fractions of people who may be at risk for food insecurity are likely: 1) to have a higher cost of healthy food at the closest store 2) to have a larger number of stores selling beer & soda within 1 km 3) to be closer to an inexpensive store
Questions: How do areas where recent African immigrants live compare to other parts of the city? Cost of food at the closest store Number of stores selling beer/ soda within 1 km Distance to closest inexpensive store Analysis: Compare t-tests Result: Conclusion: Areas with recent immigrant populations are more likely: 1) to have a higher cost of healthy food at the closest store 2) to have a larger number of stores selling beer & soda within 1 km 3) to be closer to an inexpensive store
Summary If people at risk for food insecurity are disadvantaged by geography it is because: 1) the closest store where they can buy healthy food is more expensive 2) there are larger numbers of stores selling soda & beer nearby People at risk for food insecurity: 1) are not more likely to live > 1 km from a store selling healthy food 2) are likely to live closer to inexpensive store Interpretation People will need tools and the will to: 1) pass the more expensive closer store 2) resist opportunities to buy unhealthy food Community has a responsibility to: 1) plan to meet needs of diverse groups 2) provide accessible healthy food purchase options
Issues Raised for further consideration 1 KM ≈ 10 miles if impediments like disability, young children, time, stress, weather are issues Only 3 stores have food that African immigrants may require for their diet (halal meats), all 3 are downtown and none are amongst those with great variety or low prices Still need updated demographic information re specifically where those vulnerable to food insecurity live Pieces regarding emergency food resources and food supplementation sources (like soup kitchens, food pantries, community gardens) need to be added to assets and mapped Ongoing research –please let us know if interested!
