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Graphical Abstract
Learn how to create opportunities for young people from low-income, ethnically diverse communities to learn about growing food, doing science, and how science can help them contribute to their community in positive ways. The authors developed a program that integrates hydroponics (a method of growing plants indoors without soil) into both in-school and out-of-school educational settings.
Abstract
Over the past decade, many programs have emerged that provide opportunities for students to work in the fields of farming and gardening (see CitationRobinson-O’Brien, Story, and Heim 2009 for a good review of urban agriculture programs). Most programs have focused on outdoor urban gardening, which works well during the summer, when most students are out of school and low-income youth must find work to help support themselves and their families, rendering these students unable to participate. Because the growing season does not align well with the school year, particularly in northern climates, it can be difficult to continue outdoor gardening programs throughout the year. Further, most research has focused on students’ behavioral changes in regards to their eating habits but have not carefully examined whether participation improves interest in studying science or exploring STEM (science, technology, engineering, and math) careers (CitationRobinson-O’Brien et al., 2009; CitationZhang and Barnett 2014). Yet, despite the reported positive outcomes (CitationOzer 2007; CitationRahm 2002), researchers have found that in many cases outdoor urban gardening programs are often short-lived and do not impact a large number of students due to (a) teachers being “overloaded” with other duties, (b) lack of funding to maintain the program, (c) lack of support on the part of parents or volunteers, (d) lack of gardening experience by teachers, and (e) lack of space (e.g., space previously available for the garden being lost). Researchers have found that, despite these challenges, engaging youth in gardening and farming improves the attitudes, knowledge, and skills of urban youth, who typically have less direct and easy access to nature than their nonurban peers (CitationWilliams and Dixon 2013), in regards to science and their relationships with nature or food systems (CitationFraze et al. 2011).
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Acknowledgments
The work described in this article is supported by NSF award #1312072, A Strategies Project—Seeding the Future: Creating a Green-Collar Workforce through Learning about Indoor Urban Farming Technologies and Alternative Energy Sources.
Author Contributions
Amie Patchen ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Andrea Aeschlimann is a special education teacher at Revere Public Schools in Revere, Massachusetts.
Anne Vera-Cruz ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Anushree Kamath ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Deborah Jose ([email protected]) is a science and English language learning teacher at Newton Public Schools in Newton, Massachusetts.
Jackie DeLisi ([email protected]) is a research scientist at the Education Development Center in Waltham, Massachusetts.
Michael Barnett ([email protected]) is professor of science education and technology in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Paul Madden ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Rajeev Rupani ([email protected]) is a senior research associate in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Additional information
Notes on contributors
Amie Patchen
Amie Patchen ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Andrea Aeschlimann
Andrea Aeschlimann is a special education teacher at Revere Public Schools in Revere, Massachusetts.
Anne Vera-Cruz
Anne Vera-Cruz ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Anushree Kamath
Anushree Kamath ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Deborah Jose
Deborah Jose ([email protected]) is a science and English language learning teacher at Newton Public Schools in Newton, Massachusetts.
Jackie DeLisi
Jackie DeLisi ([email protected]) is a research scientist at the Education Development Center in Waltham, Massachusetts.
Michael Barnett
Michael Barnett ([email protected]) is professor of science education and technology in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Paul Madden
Paul Madden ([email protected]) is a graduate student in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.
Rajeev Rupani
Rajeev Rupani ([email protected]) is a senior research associate in the Department of Teacher Education, Curriculum, and Instruction and Special Education at Boston College in Boston, Massachusetts.