Purpose - The purpose of this paper is to present emergent findings from an evaluation of the Stefhanie Alexander Kitchen Garden (SAKG) program showing that the program promoted apprecation of cultural diversity and inclusion of culturally diverse groups.
Design/methodology/approach - the findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post- comparison evaluation study. Focus groups and interviews were held with school pricipals, teacher, program specialist staff, parents, volunteers and children at the the program schools.
Findings - In a culturally diverse school, the program enhanced the schools's capacaty to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity.
Research limitations/implications - Assesing the program's impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants' views on important changes to schools associated with the program. Thus, the quantitative componet of the evaluation did not assess the extent of this program impact and further research is recommended.
Practical implications - The program may have particular value in culturally diverse schools, providing benefist in terms of children and families and potentially, in the longer term, associated improvements in learning outcomes.