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Food Literacy Development Among Youth in a Girl Guides of Canada Program: A Qualitative Descriptive Study
Alexa Rae Ferdinands1, Amanda Saunders2, Maira Quintanilha1
1Department of Agricultural, Food, and Nutritional Science, University of Alberta, Edmonton, Alberta, Canada.
Objective:
To explore how youth who participate in Girl Guides of Canada programming develop food literacy.
Methods:
Using a qualitative descriptive design, we interviewed 24 youth and conducted observations during 4 cooking sessions between February and May 2025. Written consent was obtained from caregivers and participants. Data were analyzed thematically using an inductive approach to generate initial themes, followed by a deductive review using a well-established food literacy framework.
Results:
We identified 4 themes: participating in family routines, navigating school and peer contexts, exploring diverse resources, and managing themselves. Home environments were the first and most influential site for developing food literacy, shaping how youth accessed, prepared, and reflected on food.
Conclusion And Implications:
Our study contributes to the growing body of food literacy scholarship while addressing critical gaps related to age-specific experiences and social context that are essential to advancing youth-targeted, food and nutrition interventions.
