An Intergenerational Cooking Class for Hispanic Grandparents and Grandchildren

Background: Senior centers provide programs and services that are intended to support and meet the needs of older adults. They serve as a place for connection and socialization, yet participation is low amongst the growing Hispanic older adult population. One reason for this is the lack of culturally appropriate programming and staffing among senior centers. Immigrants experience loss of connection to peers, family, and ritual when moving to the United States. Senior centers are a resource with the potential of meeting the needs of minority and immigrant populations. The purpose of this project was to 1) develop a cooking class, called Mis Abuelos y Yo, in order to promote food rituals in diverse Hispanic populations, and 2) implement the class within a senior center to promote intergenerational sharing between Hispanic grandparents and their grandchildren. Methods: Two cooking classes were developed and implemented at a senior center to promote and encourage intergenerational discussion around food rituals and storytelling of grandparent's earliest experiences with cooking. The total sample size was eight participants, including four grandmothers from different parts of Latin America, and their four grandchildren. The classes were offered in Spanish. Data was collected using an interview questionnaire that prompted discussion between grandparent and grandchild. At the end of the class, adult participants completed a program evaluation survey to assess satisfaction and identify areas for class improvement. Descriptive statistics were used to analyze quantitative data and descriptive analysis was used to provide narrative descriptions of participant experiences. Results: A description of the two courses is provided, including preparation and implementation agenda. Participants described cultural traditions, food preparation, and rituals with their grandchildren. They reported enjoying the class experience, the ability to share something new with their grandchild, and the opportunity to share family rituals. All participants agreed that they would take this class again and requested more time for socializing. Discussion: Based on program evaluations, Mis Abuelos y Yo positively impacted participants. The use of an Open + Targeted model at this senior center, facilitated an intergenerational experience. Future classes should provide additional time for socialization and extend the opportunity to other populations. Implications: Mi Abuelos y Yo class provides an opportunity for grandchildren and grandparents to connect with one another. In addition, this is one example of providing opportunities for minorities within senior centers. Other programs can use this example to develop programming to support intergenerational connection, socialization, and community building for a variety of ethnic groups. Learning about food rituals and ethnic culture is one way to meet the needs of a diverse populations at senior centers.

Running Head: INTERGENERATIONAL COOKING CLASS An Intergenerational Cooking Class for Hispanic Grandparents and Grandchildren By Giselle Madrid A non-thesis project submitted to the faculty of the University of Utah in partial fulfillment of the requirements for the Degree of Master of Science In Gerontology College of Nursing The University of Utah Supervisory Committee: Jacqueline Eaton, PhD, Chair Kara Dassel, PhD, FAGHE, FGSA, Committee Member Celina G. Wille, PhD, Committee Member 1 INTERGENERATIONAL COOKING CLASS 2 Abstract Background: Senior centers provide programs and services that are intended to support and meet the needs of older adults. They serve as a place for connection and socialization, yet participation is low amongst the growing Hispanic older adult population. One reason for this is the lack of culturally appropriate programming and staffing among senior centers. Immigrants experience loss of connection to peers, family, and ritual when moving to the United States. Senior centers are a resource with the potential of meeting the needs of minority and immigrant populations. The purpose of this project was to 1) develop a cooking class, called Mis Abuelos y Yo, in order to promote food rituals in diverse Hispanic populations, and 2) implement the class within a senior center to promote intergenerational sharing between Hispanic grandparents and their grandchildren. Methods: Two cooking classes were developed and implemented at a senior center to promote and encourage intergenerational discussion around food rituals and storytelling of grandparent’s earliest experiences with cooking. The total sample size was eight participants, including four grandmothers from different parts of Latin America, and their four grandchildren. The classes were offered in Spanish. Data was collected using an interview questionnaire that prompted discussion between grandparent and grandchild. At the end of the class, adult participants completed a program evaluation survey to assess satisfaction and identify areas for class improvement. Descriptive statistics were used to analyze quantitative data and descriptive analysis was used to provide narrative descriptions of participant experiences. Results: A description of the two courses is provided, including preparation and implementation agenda. Participants described cultural traditions, food preparation, and rituals with their grandchildren. They reported enjoying the class experience, the ability to share INTERGENERATIONAL COOKING CLASS 3 something new with their grandchild, and the opportunity to share family rituals. All participants agreed that they would take this class again and requested more time for socializing. Discussion: Based on program evaluations, Mis Abuelos y Yo positively impacted participants. The use of an Open + Targeted model at this senior center, facilitated an intergenerational experience. Future classes should provide additional time for socialization and extend the opportunity to other populations. Implications: Mi Abuelos y Yo class provides an opportunity for grandchildren and grandparents to connect with one another. In addition, this is one example of providing opportunities for minorities within senior centers. Other programs can use this example to develop programming to support intergenerational connection, socialization, and community building for a variety of ethnic groups. Learning about food rituals and ethnic culture is one way to meet the needs of a diverse populations at senior centers. INTERGENERATIONAL COOKING CLASS Senior Centers The Older Americans Act (OAA) designates senior centers as a community focal point; the most widely used service among America’s older adults (National Council on Aging 2015). Seventy-five percent of participants visit their local senior center one to three times per week (Wacker & Roberto, 2019). Participants spend an average of 3.3 hours per visit (National Council on Aging, 2015). Senior centers serve as a gateway to the nation’s aging network— connecting older adults to vital community services that can help them stay healthy and independent (National Council on Aging, 2015). Additionally, the National Council on Aging (2015) defines a senior center as a space where older adults can participate in services and activities that represent their experiences, augments capabilities, meets their needs, targets interests, respects dignity, promotes independence, and encourages participation within the community. Researchers found that senior centers lower feelings of isolation and despair, provide chances for companionship, ego integrity, and emotions of self-worth, which may effectively combat the social isolation and loneliness that can affect the mental and physical health of older adults (Aday et al., 2006). Hispanic Population The Profile of Hispanic Americans is an annual compilation of key facts about the country's aging population (Administration for Community Living, 2019). The profile, which pulls most data from the US Census Bureau, depicts the changing demographics of Hispanic Americans aged 65 and up. Hispanic Americans are individuals relating to or of Latin American descent living in the United States (Merriam-Webster, n.d.). A 2018 data report reflected that in 2017, the population of Hispanic Americans aged 65+ (of any race) was 4,204,122 and by 2060, the projected increase will be 19.9 million. In the report, Hispanic Americans accounted for 8% 4 INTERGENERATIONAL COOKING CLASS 5 of the senior population as of 2017, and this group is expected to increase to 21% by 2060. The 2017 life expectancy at birth for Hispanic Americans was 79.1 years for men and 84.3 years for women, while at age 65, life expectancy was 19.7 years for men and 22.7 years for women. Among Hispanic American grandparents age 60 and over living with their grandchildren, 20% were responsible for their own grandchildren (Administration for Community Living, 2019). The older population is becoming more racially and ethnically diverse. Between 2018 and 2060 the majority that make up the non-Hispanic white population is projected to drop from 77 percent to 55 percent, with 21 % of the older adult Hispanic population comprising of this (Mather et al., 2019). However, despite this growth, participation in Older Americans Act programs remains low with only nine percent of Hispanic Americans receiving services through the Area on Agency on Aging and the community-based programs (Administration for Community Living, 2019). With our nation transforming and becoming a country that will eventually have more older adults 65+ than 18-year-olds by the year 2035 (Gibson, 2018), senior centers are having to reinvent themselves to meet the needs and desires of the aging baby boomer generation by developing new programs and opportunities for this dynamic generation of older adults (National Council on Aging, 2015). In this “rapidly changing environment” (Lawler, 2011 p.1), thousands of senior centers will need to make changes as “demands are shifting…change will have to be significant to make a difference for this large demographic group” (Lawler, 2011 p.1). In order for senior centers to be successful, they must adapt to the changes in communities by creating new models and approaches that also include the challenge of striving for inclusion of minorities (Wacker & Roberto, 2019). Engagement INTERGENERATIONAL COOKING CLASS 6 When people emigrate from their country of origin, there are several variables that influence the process and degree of acculturation into the culture of their new society (Kim et al., 2001). One variable is age, since the age at which immigrants arrive is likely to impact their desire to engage in activities that retain ethnic identity or aid acculturation to the host culture (Kim et al., 2001). Kim et al., (2001) believes that younger immigrants, whose lives are still emerging in the new culture, are likely to acculturate more quickly than older immigrants. The past may hold greater significance for older immigrants, who lived in their country of origin for a longer period of time. It is important that older immigrants retain the same types of activities or interests that they had before coming to a new environment. “For immigrants who are suddenly disconnected from familiar people and resources, family relations and living arrangements in a new culture are also very important in shaping the course of everyday life” (Kim et al., 2001 p.110). In 2017, the percentage of Hispanic Americans attending senior centers was only nine percent (Administration for Community Living, 2019). There are barriers contributing to this low participation rate, such as lack of transportation or segregation of neighborhoods which make it difficult to attend. Additional barriers include lack of programs with cultural awareness, lack of culturally competent staff or even individual perceived barriers such as not feeling welcomed in the center (Kim, et al., 2001; Pardasani 2004a, 2004b as cited in Wacker & Roberto, 2019). There are many reasons that can hinder a subpopulation from attending a senior center, one possible reason is, “a history of discrimination no doubt makes it difficult for many older persons to feel comfortable attending senior centers when they are the minority” (Wacker & Roberto, 2019, p. 155). A model used to address diversity in senior centers is the Open + Targeted approach; this model encourages the inclusion of “specific subpopulations” while also INTERGENERATIONAL COOKING CLASS 7 including the broader older adult population (Wacker & Roberto, 2019, p.155). This model uses outreach and programs to offer an array of diverse programs to the whole community of older adults attending. Another model aiming to aide in diversity is the Closed +Targeted Model. In this model senior centers serve an exclusive subgroup of older adults (Wacker & Roberto. 2019). Family Rituals In their study: The Use of Family Rituals in Eating Behaviors in Hispanic Mothers, Coe et. al., (2018) mention the importance of family rituals and practices in facilitating strong social and kinship support systems which the researchers feel are necessary for the passing down of rituals to other generations. When compared with all the rituals that we have in our daily life, food rituals seem to have great importance and could possibly be acting as leverage points that help promote family support systems and encourage healthy eating (Coe et al., 2018). Study outcomes showed negative social effects due to the loss of rituals and a lack of teaching the rituals learned in Mexico to participants’ children (Coe et al., 2018). The foods that we choose to eat can also reflect our cultural identity; allowing a person to connect with their culture. Migration to the U.S. is associated with the loss of cultural practices and food rituals, as well as the adoption of the “Westernized” lifestyle (Coe et al., 2018). “Behavioral psychological theories are often used to explain why individuals make choices about their food practices. However, these do not take into account other influences such as enculturation processes, which shape everyday food practices, including influences from childhood, across generations, and the intergenerational transmission of culture and values” (Knight et al., 2014, p. 303). Having busy schedules is the biggest barrier keeping grandparents from seeing their grandchildren, as data shows that four in ten grandparents are in the workforce (David & Nelson-Kakulla, 2019). Even with busy schedules, grandparents find ways to connect INTERGENERATIONAL COOKING CLASS with their grandchildren for the emotional and mental health benefits (David & Nelson-Kaulla, 2019). Oral History In their study: The Impact Of Intergenerational Oral History on Perceived Generativity in Older Adults researchers Ehlman et al., (2014) used Erikson’s (1950), theory of psychosocial development as a foundation of their study. In his theory of psychosocial development, Erikson (1950) created eight sequential stages of development to explain the life span. These stages are influenced by biological, psychological, and social factors. The stage of Generativity vs. Stagnation (Erikson, 1982) is believed to be a time in life when older adults are mostly concerned with leaving a positive personal legacy. As Erikson became an older adult, he believed that generativity has a more important role to play in later life than he initially thought, “Much of their [older people’s] despair is, in fact, a continuing sense of stagnation” (Erikson, 1997, p. 63). In referencing these stages, Ehlman et al., (2014) state, “participating in an oral history project may influence elders’ levels of perceived generativity as they engage in a generative act and reflect on past generative acts” (p. 43). The researchers also mention that in our present-day society there are changes to the family structure that may prevent vital involvement of older adults, which may have negative effects on older adult contributions and self-perceptions (Ehlman et al., 2014). Younger generations can benefit from the intergenerational transfer of wealth of knowledge (Carlson et al., 2000). By providing a structure in which older adults are able to engage in generative activities, older adults may be invited to share their knowledge and receive support for healthy development and healthy experiences (Carlson et al., 2000). Ehlman et al., (2014) explained that there are a variety of activities that are considered to be generative, 8 INTERGENERATIONAL COOKING CLASS 9 such as volunteering, teaching a new skill, and sharing an oral history. The Oral History Association defines oral history as the “method of gathering, preserving and interpreting the voices and memories of people, communities, and participants in past events” (Oral History Association, 2020, p. 1). Ehlman et al., (2014) shares that one of the reasons someone may participate in sharing is to leave life stories to future generations. Recipe Sharing One way to promote the transfer of knowledge is through recipe sharing. Meyers (2001) conducted a study exploring how women connect with their mothers and other important women in their lives through the preservation and transfer of kitchen equipment, recipes, customs, and food-related tales. This study included over 400 women from different races ranging in age from 18 to 88 years old from the United States and Canada. Findings from focus groups, interviews and surveys showed the importance of maternal recipes in sustaining culinary history and continuity among women in the family. Eighty-five percent of the women polled said their moms gave them recipes. With sixty-nine percent believing it was vital to have these recipes. While some mothers gifted recipe collections to their daughters and granddaughters, sixteen percent of other daughters placed their mother’s recipes into collections for personal use (Meyers, 2001). Importantly, Meyers (2001) makes the statement acknowledging that many women learn their mother’s ways of cooking via oral tradition rather than from written recipes. Immigrant families in the United States, may find it challenging to transmit important values to their children because the norms and customs that are in their home may differ from mainstream society (Parke & Buriel, 2008; Suárez-Orozco & Suárez-Orozco, 1995, as cited in Tsai et al., 2015). Researcher have found that “one of the primary socialization goals of ethnic minority and immigrant parents is for their children to grow up with both a strong connection to their ethnic INTERGENERATIONAL COOKING CLASS 10 heritage and understanding of important cultural values” (Tsai et al., 2015, p.1). Noticeable ways in which immigrant parents educate their children in their ethnic heritage includes talking to their children about country of origin, celebrating cultural holidays and historical events, book arts, and music (Hughes & Chen, 1997; Knight, Bernal, Garza, & Cota, 1993, as cited in Tsai et al., p.1 2015). Purpose Statement The purpose of this project was to offer Hispanic populations opportunities to connect with other older adults with similar backgrounds and experiences in a senior center setting. This was accomplished through the following two aims: • Aim 1: To develop a cooking class that promotes the food rituals in diverse Hispanic populations. o Sub-Aim 1.1 Develop a questionnaire that prompts story sharing related to food rituals for inclusion as part of the cooking class. • Aim 2: To implement the class within a senior center to promote intergenerational story sharing between Hispanic grandparents and their grandchildren. o Sub-Aim 2.1 Assess participant satisfaction with class activities, including learning about food rituals, and participating in intergenerational experiences. Methods This project was submitted and approved by the University of Utah Institutional Review Board (IRB) as a non-human subject’s project, as the purpose falls within program development and evaluation rather than research. Program Development INTERGENERATIONAL COOKING CLASS 11 Two theories were used to develop this program, the Open + Targeted Model (Wacker & Roberto, 2019) and the Generativity vs Stagnation stage of Erikson’s Stage Theory of Psychosocial Development (Erikson, 1982). The Open + Targeted Model is a model used to address diversity in senior centers. It encourages the inclusion of “specific subpopulations” while also including the broader older adult population (Wacker & Roberto, 2019, p.155). This model uses outreach and programs to offer an array of diverse programs to the whole community of older adults. In the Generativity vs. Stagnation stage of the Stage Theory, Erikson (1982) believed that individuals at this time in life are mostly concerned with leaving a legacy that is positive in regards to them. Lally and Valentine-French (2021) describe that in each stage of Erikson’s eight stages, a virtue is identified. In the generativity model the virtue that is emphasized is “Care.” Erikson states that those in the generativity stage should “take care of the persons, the products, and the ideas one has learned to care for” (1982. p. 67). These two models were used to develop an experienced based learning activity that incorporated an intergenerational cooking class allowing for sharing of stories and food rituals. The Open + Model is inclusive of all older adults participating in the senior center with the main goal of outreach to specific subgroups of diverse older adults. Having a cooking class in the senior center with a sub-group of the Hispanic older adult population aligns with the Open + Targeted Model (Wacker & Roberto, 2019). This project aimed to provide a class to the Hispanic older adult community in which participants were able to share their cultural identity and language. Previously, the Cache County Senior Center offered no classes for older adult minorities. In addition, there were no classes offered in a language other than English. Though INTERGENERATIONAL COOKING CLASS 12 there were an array of activities and programs at the Cache County Senior Center, programs addressing or including the cultural identity of older adults did not exist. In developing this class, the goal was to create an opportunity for older adults to share food rituals with their grandchildren, and for young participants to interview their grandparents to enhance intergenerational conversations. The course was organized to provide the older adult time to share with their grandchild not only the cooking rituals from their past, but the memories associated with gathering ingredients, location of purchasing ingredients (markets, farm, stores, vendors), describing the layout of their kitchen, and family story sharing. These experiences were planned to promote intergenerational conversations focused on cooking rituals and family history. This provided an opportunity for generativity; the act of caring for others, including caring for future generations. Older adult participants would have the opportunity to contribute to the potential success in this stage which leads to the virtue of care. Virtue of care occurs when individuals “take care of the persons, the products, and the ideas one has learned to care for” (Erikson, 1982, p.67). Through these conversations, the grandchild grandparent bond might have the opportunity to strengthen and transfer lessons of caring for heritage. Recruitment Grandchildren and grandparents were recruited from the Cache County community through local social media sites, churches, flyers, organizations, and presentations. The inclusion criteria for participation included Hispanic older adults 60 and older who agreed to attend two classes with one grandchild, age 8-10 years old. This age group was chosen to make sure that children participating could engage in both conversation and writing. Those not meeting inclusion criteria were excluded, including those younger than 60 years, non-Hispanic older adults, and those without grandchildren available to attend two classes. However, if the INTERGENERATIONAL COOKING CLASS 13 necessary sample was not achieved, then the age of included grandchildren would expand to ages 8-18 years. The ages of the grandchildren that attended were between the ages of 8-15 years of age. The preferred size of this class was 8 participants, 4 youth and 4 older adults. The 8 participants needed to attend two classes. As the participants signed up for the class, they were asked when they preferred to meet. A time was chosen based on the majority of interest, day or evening class. The goal behind this approach was to expand recruitment as some interested participants may not have signed up if the class was only at one particular time. Participants called the senior center to reserve a spot in the class. Recruitment for this class was done via social media by posting a flyer on Facebook (Appendix A). A personal invitation was posted on the La Pulgita Facebook page describing the purpose of the class and the information to attend. This recruitment step resulted in individuals posting comments about the class and there were several phone calls from interested individuals. There was a total of 10 phone calls inquiring about the class, which resulted in 3 individuals reserving a place for attendance. On the first night of the class an additional participant, that had not reserved a place, joined the class because she was invited by her friend. For the second class there were 3 phone calls from 3 different individuals interested in this class for either their mother or for themselves. There was a family advocate from the local Migrant Head Start who called and inquired about the class, however this did not result in any additional participant enrollment. Implementation The classes were held in the kitchen of the Cache County Senior Center. Permission for use had been granted, as the lead author was also the Director of the Senior Center. The senior center offered to provide all materials for this class. Two classes were taught focusing on two INTERGENERATIONAL COOKING CLASS 14 different recipes; Chicken Mole and Pupusas. Mole is a sauce and marinade that is native to Mexico. Moles are made of at least two types of Mexican chiles. Ingredients blended into a thick sauce that is served with different meats. Pupusas are corn tortillas that have a cheese, meat, or bean mixture inside. Each class was facilitated by native speakers, one from Mexico (Mole) and one from El Salvador (Pupusas). The classes were taught by native born women whom the director of the center had a friendship with and who volunteered their services. Providing a class that welcomed grandparents from all different parts of Latin America allowed for the introduction of learning different food preparation and food rituals of similar cultures and language. Throughout this learning experience conversation prompts were used to encourage the older adults to share their family food rituals. This was a hands-on learning experience in which the teacher showed the class how she traditionally makes the meal. After the meal was complete, and while eating their prepared meal, the lead author facilitated the opportunity for younger participants to ask their grandparent a series of question prompts pertaining to story sharing and memory recollection of their childhood in regard to culture and food rituals (Appendix B). These questions were developed to promote generativity and care as outlined by Erickson (1982). Program evaluation survey questions (Appendix C) were developed to assess the course based on objectives and content. This evaluation was available in both Spanish and English for the ease and comfort of those filling out the evaluation. A variety of questions were asked, including short answer open-ended, and 5-point Likert scale. The program evaluation survey was one page. Some example questions were: • Did you enjoy your experience in this class? • What moment stood out to you? INTERGENERATIONAL COOKING CLASS 15 • Were you able to share something you had not shared before with your grandchild? • Did you like sharing about your family rituals, cooking rituals and oral history? • Was this class too small, too big, or just right? • Does an evening class work better or is day class better? • Would you take this class again? • What did you like about this class? • What can make this class better? • What was your grandchild’s experience? Program evaluation surveys were handed out at the end of the class to complete using paper and pencil. Participants turned them in as they left the class. Analysis of Program Evaluations Program evaluation surveys were analyzed using descriptive statistics. Results from open ended questions and interview questionnaires were summarized to provide a narrative description of participant experiences. The results were reviewed by the Senior Center director and assistant director in order to make recommendations regarding class revisions and the potential of implementing similar classes in the future. This assessment was designed in order to help ensure the future success of this type of cooking class. Results Two Mis Abuelos y Yo classes were held in June of 2022. The first class had 8 total attendees, including 4 adults and 4 grandchildren. Grandparents were from Puerto Rico, Nicaragua, Mexico and El Salvador. Young participants ranged in ages from 10-15 years. The second class had 6 attendees. Participants from the first class returned to attend the second class. One grandmother and grandchild were not able to attend due to illness. The second class INTERGENERATIONAL COOKING CLASS 16 included 3 adult participants with 3 grandchildren. The young participants average age was 10 years old, with an age range of 8 to 15 years of age. The average class time was 1 hour. The time of day that the class was held was 6:30 pm on Thursdays for both June 9th and June 16th. Below is a description of the classes developed within Aim 1, including preparation and implementation, followed by Aim 2 description of program evaluation. Description of Results: Course Preparation Before implementing the class, I met with two instructors who would be leading each class. The goal of these meetings was to identify menus and plan ingredients and the process for each course. Each instructor chose a recipe that reflected their cultural identity; the instructor from Mexico, chose Mole and the instructor from El Salvador chose Pupusas. We discussed ways that instruction could be done in a timely manner while allowing for participation. For the Mole recipe, the instructor decided that precooking the chicken and letting it cool was going to save time. The preparation of the sauce was the main topic for the participants to work together to learn about the many spices and ingredients used in this preparation. The second instructor shared that her preparation and ingredients were short and easy to do. Instructors provided a list of ingredients and supplies required for their instruction in order to have everything purchased and ready at the senior center the day of the class. Instructors were encouraged to share, during the instruction, stories of their own family rituals and their earliest memories of being in the kitchen. Following the instruction of each recipe, we planned to give each grandchild an interview questionnaire with 11 questions to ask their grandparent (Appendix B). The purpose for this was to encourage story sharing between grandparent and grandchild Description of Results: Course Implementation INTERGENERATIONAL COOKING CLASS 17 The first class, was held on June 9th. When I met with the instructor, we discussed foods that represent Mexico and discussed foods that could be easily prepared, she chose the dish Mole. This is sauce that is traditionally made that is served over rice. The instructor came to the senior center 30 minutes before the class so that she could begin preparation for the class. This included boiling chicken, and making a quick Mexican rice. As mole is traditionally eaten with red rice and the mole sauce over it. Participants were greeted at the door and taken to the commercial kitchen. They were seated around the long prep table. During the first class, participants were introduced to the project and to the teacher. While the lead author was available to translate if needed, no translator was needed as all children participating spoke Spanish. After introductions were made and hands washed the cooking instruction began. The presenter instructed the children and grandparents to help in the preparation of the seed removal of the dehydrated Pasilla Chiles. Participants washed and dried hands, placed gloves on, and began the ritual of removing the seeds from the peppers. Grandmothers used the knives provided to slice the peppers open and the children removed the seeds. After 20 peppers were seeded, they were placed in a pot of water to boil. The next process began with participants shredding cooked chicken. Each pair was given a bowl with cooled chicken and a pair of gloves. After, the instructor taught about the different spices that were used. The spices were passed around so the children could smell and touch the spices. Once they made their way back to the instructor, she placed the spices in the blender and blended. Once the sauce was prepared this was mixed with the chicken to simmer for a few minutes. The length of the cooking instruction was 30 minutes (cooking time included) followed by eating the prepared meal for 15 minutes. The young participants then filled out the interview questionnaire, which lasted 30 minutes. INTERGENERATIONAL COOKING CLASS 18 After the meal was prepared, participants were invited to eat. The instructor asked the children if they could taste the different spices. They discussed the different flavors that came out of the sauce. This question was asked out of the blue. In seeing the reaction from the participants after having blended so many different spices and seeing them come together the instructor was curious to see if the different spices and ingredients could be tasted. At the end of the class the children were given an interview questionnaire. They were instructed to ask their grandmothers the questions in order to share stories (Appendix B). After completing the questionnaire, the facilitator began asking the group if anyone would like to share their responses. Both grandchildren and grandparents responded. During this time one grandmother shared that she was overcome with emotion when asked about the earliest memory of the layout of her kitchen. She had never shared with her only granddaughter this image; the image of her grandmother at the stove and the movement throughout her kitchen. It was very emotional for her and she began to tear up. She shared that she had never thought to describe her experience as a young girl in her grandmother’s kitchen. She was very moved by this question. The second class was held on June 16th. For this class the instructor focused on the cultural dish, Pupusas. All instruction occurred in Spanish and no translation was necessary. The same participants were invited to attend; however, one participant and grandchild could not attend due to illness. The instructor began the class with introductions, washing hands, and then explained how to make the slaw for the pupusas. She shared that instead of cutting the cabbage one can simply buy pre-made coleslaw. To the slaw she added hot water, white vinegar, oregano and salt. She then brought out the masa. She measured about 4 cups into a big bowl and added warm water. She asked all participants to take a turn at kneading the masa. First, she had the children do this and then the grandmothers. During this process the instructor shared her personal INTERGENERATIONAL COOKING CLASS 19 story of how as a young girl her job was to help collect the corn at harvest time. She shared the process of milling the corn and then the process of grinding. At a young age she was given the task to grind the corn on a stone metate. A metate is a flat slab of stone that is used to grind corn and spices. This allowed for the corn to be dragged and moved across over and over. This was a very laborious process. She shared that now this process is not used as frequently since this product (Masa) is now sold in stores. When the masa was silky smooth it was ready. She then instructed the class on how to place the ball of dough in hand. She began patting it and slowly flattened it to a disk, after which the disc was cupped in the hand and made into a small bowl. Cheese was then added to this bowl. At this point they formed a ball again and then patted it flat to form a tortilla. All participants were able to make three pupusas each. During this instruction the teacher also had the class help make the red tomato base that typically goes on top of the pupusas. After the food was cooked, they sat down to eat. As they were eating, I heard one child mention that the stretch in the cheese was their favorite part. After the meal was shared, the participants were given an interview questionnaire. The grandchildren asked their grandparents the questions. After filling out the questionnaire the facilitator asked if anyone would like to share. One grandmother shared that her grandson asked her what her favorite meal was? She shared that she recalled as a little girl her grandmother opening up her pupusa for her since it was very hot and right off the griddle. She shared with the class that this was important to her because although she makes pupusas for her grandkids all the time and always opens their pupusas for them, she had not shared with anyone that it was the maternal grandmother who had done this for her as a child. Program Evaluation INTERGENERATIONAL COOKING CLASS 20 Interview Questionnaire Results At the end of each class, the children were given an interview questionnaire (see Appendix B) in which they were to ask their grandparent questions about their earliest memories about food and cooking rituals. These questions set the stage to provide opportunities for oral history conversations between grandchild and grandparent. When asked to describe the layout of the kitchen from their childhood home, one participant remembered her mother in the kitchen. She explained the type of equipment in the home that was used for everyday cooking. She even shared the placement of the pot of beans on the wooden stove. She stated, “She [my mother] had a griddle where she would make the tortillas and she also had a wood stove.” She liked when her mom would make tortillas because they would come out nice and round, “I remember she had a space where she would put the pot of beans on the wood stove, everything we cooked was on this wood stove and I remember that it smelled good, the kitchen was made out of brick, I remember it had a shelf with dishes and another shelf for the pots used for cooking.” Grandmothers were asked to share their first memory of helping a family member in the kitchen. All of the participants shared memories focused on helping with food preparation at a very young age. In sharing this oral history one grandparent shared that her first memory of helping in the kitchen was when she was about 10-12 years of age, she recalled that she had to pass banana leaves through an open fire to soften them in preparation for the cultural meal called Nacatamales. Nacatamales are a traditional dish from Nicaragua, similar to the Mexican tamal, they are wrapped and steamed in banana leaves as opposed to corn husks. Another intergenerational discussion prompt asked if there were any cooking rituals specific to their culture that they would like their grandchild to know. One grandmother responded, “A cooking ritual to always remember is the proper steps when making beans. The first step is to add oil, INTERGENERATIONAL COOKING CLASS 21 sofrito, bacon and ham. Once those have cooked in oil for a few minutes then that is when you add the beans.” Program Evaluation Survey Results All four grandmothers who participated in the cooking class where able to evaluate the class. One grandmother that was not present for the second class came to the senior center and filled out the form to evaluate the first class that she attended. The results from the first six questions are summarized in Table 1. Table 1 Evaluation of Cooking Class Questionnaire 1. I enjoyed my experience in this class 2. I was able to share something with my grandchild that I had not shared before 3. I enjoyed sharing my family rituals, cooking rituals and oral history 4. I would take this class again Cooking Class (n =4) Mean (SD) 5 (0) 5 (0) 5 (0) 5 (0) No. (%) 5. Was this class…? Too Small Too Big Just Right 0 (0%) 0 (0%) 4 (100%) 6. Preferred Time of Day Evening Day 4 (100%) 0 (0%) When asked if they enjoyed the class all four responded with “strongly agree.” In addition, they strongly agreed that they were able to share something new with their grandchildren. The mean for the first four questions was 5, which represents “Strongly Agree” on a 5-point Likert Scale, where 1 represents “Disagree.” All respondents strongly agreed with the questions (Table 1). Question 5 asked participants to rate the size of the class, with all four INTERGENERATIONAL COOKING CLASS 22 participants (100%) stating the class size was “just right.” Question 6 asked preference for class scheduling, all four (100%) participants agreed that evening classes were preferred. A summary of responses for the five open ended program evaluation survey questions is outlined in Table 2. Grandparents responded that what they liked most about this class was spending time with their grandchild and that it transported them back to childhood. The moment that stood out to these participants was remembering the past and connecting and sharing their culture. The grandparents remembered their loved ones and their teachings. Another moment that stood out to participants was seeing the children work together in meal preparation. The members of the class responded that learning about other cultures is something they liked best. Suggested improvements for the class included offering two simple recipes per class and making the class available in the future for continued learning (see Table 2). Table 2 Summary of Responses to Open-Ended Evaluation Questions Question Summary of Responses o Spending time with grandchild What did you like most about o Sharing Stories the class? o “Transporting back to child hood” o Learning about other cultures o Have two simple recipes that can prepared in one class Suggestions to better the class o Continue having this class and have more recipes to learn o Facebook How did you hear about the o Daughter saw on Facebook and told me about the class class o Friend referred me o Helping meal prep o Learning about other cultures and their food What was your grandchild’s o Meet and make new friends with other children experience? o Continuation of conversation after the class had ended in sharing stories from the past o Remembering the past and connecting and sharing my culture o Remembering loved ones and their teachings in food rituals and cooking rituals What moment stood out to you? o Seeing the differences in our culture and finding the similarities. o Children working together in meal prep. o “I loved the food.” INTERGENERATIONAL COOKING CLASS 23 Discussion An intergenerational cooking class was provided for 4 grandparents along with their four grandchildren. The purpose of this class was to provide an opportunity for older adults of the Hispanic community to attend the senior center, provide an engaging activity that allowed for discussion, sharing of food rituals pertaining to family cultures and sharing of memories between grandchild and grandparent. Through the process of developing and implementing this class, it is evident that a cooking class of this nature is feasible and desired. Participants wanted to learn more about Hispanic cultures (Table 2). There was an interest in connecting with their past and sharing through oral history. Responses to the program evaluation survey aligned with the stage of Generativity vs. Stagnation (Erikson, 1982). In this stage older adults desire to leave a legacy that is positive in nature. Participating in this leisure activity, and in this social setting, is important for immigrants because it enables connections to occur regardless of the changes that they have had to make in their life circumstances (Kelly, 1996, as cited in Kim et. al., 2001). The grandmothers were very engaged in learning and discussion during the cooking instruction. One grandmother asked another, during the Mole instruction, if they had sauces similar to that in Mexico. This led the two to have a side discussion and interact with one another. After the class ended, the four grandmothers sat at the table for a few minutes and discussed with one another their memories, they shared how their food rituals have changed from their youth and even since moving to this new country. This class allowed for connections and friendships to form. There was a sense of “continuity” that connects older adults to their past through their personal history, as many older adults try to keep the structure of their lives both internally and externally (Atchley, 1989, as cited in Kim et. al., 2001). This opportunity to INTERGENERATIONAL COOKING CLASS 24 connect with another person of the same race and similar ethnicity provided time to share personal history, promoting a sense of continuity and facilitating learning and socialization. Having this cooking class at the senior center with a sub-group of the Hispanic older adult population aligned with the Open + Targeted Model (Wacker & Roberto 2019). The Open + Targeted Model is an option for senior centers to follow if they would like to provide programming for diverse populations. Wacker and Roberto (2019) state that the success of senior centers will require flexibility and adaptation to changes that are occurring in the community by creating new models and approaches that will strive to include minorities. This is one example of how a senior center may choose to adapt for one minority population. Providing classes at the senior center that facilitate activities and a variety of approaches to the diverse populations in Cache County will enable the senior center to meet the evergrowing population demands. Meyers (2001) pointed out; many women learn their mother’s ways of cooking via oral tradition rather than from written recipes. The sharing of recipes through oral tradition was remembered by two respondents who shared that the earliest memories of someone sharing a recipe was a mother, aunt or grandmother. From a young age, they were always in the kitchen helping to prepare food, gather items, and cook meals. The amount of time in the kitchen led to learning recipes through the oral traditions of their family. In sharing an oral tradition, one grandparent provided specific instruction on the proper steps in preparing beans, “the first step is to add oil, sofrito, bacon and ham, once those have cooked in oil for a few minutes then that is when you add the beans.” For this family, of Puerto Rican decent, the sharing of this process through oral instruction is culturally important to their identity because sofrito, ham, and bacon is what makes Puerto Rican beans culturally unique. INTERGENERATIONAL COOKING CLASS 25 When asked about their earliest memories of their family kitchens, the grandmothers described specific foods that they ate. For example, one described her grandmothers name and a core memory “being in the kitchen with grandma Luz Maria, making hot chocolate, cheese and crackers.” As Coe et.al. (2018) discussed, the foods we choose to eat can also reflect our cultural identity. Such was the case in this situation with this grandmother from Puerto Rico, where cheese is often added to the hot chocolate to melt in the drink. Her memory of having hot chocolate with melted cheese allowed her to connect with her culture. To remember this food ritual and to share this core memory with her granddaughter may be key to giving value and a place for this food ritual. Strengths in this class included the class size, communication in Spanish, and steps taken to prepare in advance with course instructors. The class size of 8 allowed for everyone to sit around the table in the commercial kitchen, which may be the reason why respondents replied that the class size was just right. What worked well in the class was that grandchildren were able to understand Spanish. The instructors did not speak English and neither did the grandparents. The instructors were able to engage with the participants and share their family traditions. Participants shared and expressed themselves in their native tongue. Feelings, thoughts and expressions were easily communicated. Another strength was class preparation, which included preparing part of the food in advance, which allowed instruction to occur in a timely manner. Classes were offered at 6:30 pm, which was a strength, allowing individuals and children to be home from daycare, school, or other activities. Limitations While individuals were curious about the class, they seemed hesitant to come to a location that they had not previously attended. This may have limited the number and type of INTERGENERATIONAL COOKING CLASS 26 individuals who did attend. While a non-profit inquired about the class, no participants came from this inquiry. In addition, many phone calls of interest inquired if mothers and their daughters could participate. Because this class needed to have older adults in order to facilitate senior center use, the class was not available for mothers and their children. This limited the type of observed interactions and results to the small sample of grandmothers and grandchildren. We do not know how other populations may have reacted to a similar class. Another potential limitation was social desirability. The size of the class was small and only four grandparents filled out the Program Evaluation Survey (Appendix C). At the time of the survey each respondent sat at a different table. Though they were at different tables, social desirability may have influenced the responses. Participants may have not wanted to fill out a negative survey for fear that it would affect future programming or they didn’t want to hurt the facilitator’s feelings. Suggested Revisions for Future Classes While the majority of feedback was positive there were areas that can be improved for the future. Recruitment procedures should explore ways of partnering with other community entities, such as non-profits. Interest in this type of class is present, but a level of trust with the wider community needs to be attained in order for people to commit to attend. Recruitment in this population is going to take time, and more descriptive information needs to be included on marketing material. For example, it would be useful to include the class time, length, and location. It also may be useful to include information about the type of food instruction that will be taught. For future classes, more time needs to be allotted for activities. There was not enough time to have participants answer the last question of the interview questionnaire. Grandparents INTERGENERATIONAL COOKING CLASS 27 were given the assignment of sharing their favorite recipe with their grandchildren at home. This was an opportunity for recipe sharing to occur outside of the class. Though this oral tradition of sharing a recipe is not foreign to the grandparents, it may be a new experience for the grandchild. This class was meant to have grandparents connect and share with their grandchild and practicing these rituals beyond the class can continue to encourage similar connections. Another challenge was that the interview questionnaire relied on the ability of the grandchild to write responses that required a fast pace to keep up with the stories being shared. A couple grandparents filled out the questionnaire for the grandchild. For future classes audio recording the story sharing may be a better option. Another option may include sharing stories without recording responses. This way the grandparent is able to talk as they normally do and the child is able to listen, process, and learn what is shared without writing. One benefit of recording stories, is to retain a record for the family. Future classes should develop an opportunity to facilitate discussions for just the adults. In addition, more time should be dedicated to question, answer, and discussion opportunities. Reducing the number of questions assigned to each class will also allow for more time to share stories. Another suggestion for future programming is to have simple recipes that are prepared in advance. Having a quick presentation on the steps for the recipe being shared will allow for discussion, comparing of skills, and communication between participants. Aday et al. (2006) found that the senior center is an excellent environment where new supportive friendships can easily be formed and lead to have positive mental and physical outcomes. Communication and connection at the senior center provide the foundation for socialization and formation of friendships. INTERGENERATIONAL COOKING CLASS 28 In all that I have learned I feel that it is important that researchers observe the mental health of Hispanic older adults and the new relationships that they make at senior centers. Social relationships have an impact on subjective well-being because they give people the chance to engage in social activities and involvement (Berkman et al., 2000). Engaging in social activities is a key component of successful aging (Rowe & Kahn, 1997). Hebblethwaite and Norris (2010). There is research that shows that the strength in relationship increases as the more contact grandparents and grandchildren have. Researchers should investigate what sort of senior center activities the Hispanic population is interested in. Are exercises, social activities or even hobby classes of interest? Researchers can explore how childhood and life experiences affect the decision of persons of Hispanic descent to attend senior centers. Miko and Sánchez, (2001) found that research is needed to describe, even celebrate, effective and successful aging in males, particularly in men from racial and ethnic minorities. To better know their needs and patterns of activity involvement, further study is required as more Hispanic men survive into old age (Miko & Sánchez, 2001). Future Directions This project assessed the development and implementation of an intergenerational cooking class for older Hispanic adults in a senior center. Strengths of this cooking workshop included the exchange of stories, recipes, and oral traditions. As some senior centers may charge a fee for activities, it is recommended that this class be offered free or for a minimal fee. Access to similar instruction is free and easy via phones and social media. However, an in-person class provides socialization and opportunities to share oral traditions and story-telling. Offering this free or at a minimal cost can encourage a person to participate. It is also recommended that the class be set up as a series, to facilitate multiple points of interaction. The cooking instruction INTERGENERATIONAL COOKING CLASS 29 should be 45 minutes in length, with the second section of the workshop reserved for 30 minutes of story sharing with grandchildren. This story telling portion of the class should be recorded. Audio recording will ensure that the full story, including voice, is being documented. This recording can be given to the family at the end of the session. It is recommended that recruitment occur in the preferred language, such as Spanish, and that flyers be used to recruit in multiple areas, including social media, restaurants, churches, and nonprofits serving the Hispanic population In the future, it would be useful to offer this class to a variety of age groups. For example, this project received interest in a class for mothers and daughters. There is the possibility that some family units no longer have grandparents in the home. Mothers and daughters may have a desire to share oral traditions, recipes, and family history. It would be useful to also assess the interest of male Hispanic family members in participating in similar classes. The class should be offered in the early evening with a class size of 4-5 adults with 4-5 grandchildren. The young participants should be between 8-18 years of age. The concept of this class can be shared with Migrant Head Start or other non-profits that serve the child and the whole family. Classes, such as this, may be beneficial as afterschool engagement opportunities. As this program becomes feasible future classes should include additional recipes from a variety of countries in Latin America. Conclusion In conclusion, the findings from the program evaluation surveys indicated that more classes be provided. The satisfaction, overall experience, and sharing of rituals were rated highly by all participants. Survey findings showed interest in providing classes that offer more than one recipe per class. The findings also support the importance of intergenerational relationships. INTERGENERATIONAL COOKING CLASS 30 Cooking classes with this intergenerational component not only encourage engagement but also the importance of family rituals. This intergenerational class serves as one way to encourage and facilitate the teaching of rituals across generations. Oral traditions, family stories, and history sharing occurred amongst class participants. The size of this class was ideal for this group. By providing classes that follow the Open + Targeted Model, a space was created to provide leisure activities specifically for diverse populations. Programs, such as this one, ensure continuity in aging adults and promote socialization that is specific to diverse groups of older adults. The foods we choose to eat can also reflect our cultural identity; it allows a person to connect with their culture. Migration to the U.S. is associated with loss of cultural practices and food rituals. Leisure opportunities for diverse populations can incorporate food, culture, and practice to promote connection and cultural identity. This has the potential of reducing barriers to participation in senior centers by increasing cultural awareness and improving the cultural competence of staff. INTERGENERATIONAL COOKING CLASS 31 References Aday, R. H., Kehoe, G. C., & Farney, L. A. (2006). Impact of senior center friendships on aging women who live alone. Journal of Women & Aging, 18(1), 57–73. https://doi.org/10.1300/j074v18n01_05 Atchley, R. C. (1989). A continuity theory of normal aging. The Gerontologist, 29(2), 183-190. Atchley, R. C. (1999). Continuity and adaptation in aging: Creating positive experiences. Baltimore, MA: The Johns Hopkins University. 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SAGE Publications, Inc. INTERGENERATIONAL COOKING CLASS Appendix A. Flyer for Cooking Class 35 INTERGENERATIONAL COOKING CLASS 36 Appendix B. Grandchild Questionnaire ¿Abuelos que recuerdan? Grandparents, what do you remember? 1: What is the earliest memory you have of being in your family kitchen as a child? Cuál es el primer recuerdo que usted tiene de estar en la cocina de su familia cuando era niño/a? 2: Can you describe to me the layout of your kitchen from your childhood home? ¿Puede describirme el diseño de su cocina de su casa de su infancia? 3: Did you have a wood stove or a gas stove? Please share with me if you helped gather materials for the wood-burning stove or for family meals? Tenía usted una estufa/ornó de leña o de gas? Por favor comparte si ayudaste a recolectar materiales para la estufa/ornó de leña para sus comidas familiares. 4: What Is the cultural dish for the country that is representative of our heritage? ¿Cuál es el plato cultural del país representativo de nuestra herencia? 5: Is this dish typically eaten for the holiday or cultural holiday? ¿Se suele comer este plato durante un día festive o una fiesta cultural? 6: What is your first memory of helping your mother, grandmother or family member prepare this dish? ¿Cuál es su primer recuerdo que usted tiene al ayudar a su madre, abuela o un familiar a preparar este plato? 7: What are the earliest memories you have of someone sharing this recipe with you? ¿Cuál es el primer recuerdo que usted tiene de alguien compartiendo esta receta? 8: Are there any cooking rituals that are specific to our culture or family that you would like me to learn more about? ¿Hay algún ritual de cocina que le gustaría que yo sepa y que aprenda más? INTERGENERATIONAL COOKING CLASS 37 9: Tell me a core memory in relation to food rituals that you want me to always remember about your childhood. ¿Explícame de un recuerdo en relación a rituales de comida que usted quiere que yo siempre recuerde de su niñez? 10: Since coming to the USA what do you miss most, in regards to food and rituals? Desde que vino a los Estados Unidos, pensando en sus rituales y comida, ¿qué más extraña? 11: Tell me about your favorite dish to make. ¿Cuéntame cuál es su comida favorita para cocinar o para comer? 12: Can you share the recipe of your favorite dish? ¿Puedes compartir la receta de su comida favorita para cocinar o para comer? INTERGENERATIONAL COOKING CLASS 38 Appendix C. Program Evaluation Survey Clase de Cocina Forma de Evaluación Discrepar 1 ¿Disfrute mi experiencia en esta clase? 2. Pude compartir algo con mi nieto/a que no había compartido antes. 3. Me gusto compartir sobre mis rituales familiares, rituales culinarios e historia oral. 4. Volvería a tomar esta clase. 1. 9. Como se entero acerca de este evento? 10. Cual fue la experiencia de su nieto/a? 11. Qué momento le llamo la atención? 3. 4. 5. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 6. Funciona mejor una clase en el día o en la tarde? 8. ¿Sugerencias para mejorar la clase? 2. Totalmente de Acuerdo 1. 5. Esta clase fue (tacha una) A. demasiado pequeña B. demasiado grande C. simplemente perfecta 7. Que le gusto de esta clase? Aceptar 2. 3. 4. 5. INTERGENERATIONAL COOKING CLASS 39 Program Evaluation Survey (English Version) Disagree Agree Strongly Agree 1. I enjoyed my experience in this class? 1 2 3 4 5 2.I was able to share something I had not shared before with my grandchild? 1 2 3 4 5 3.I liked sharing about my family rituals, cooking rituals and oral history? 1 2 3 4 5 4.I would take this class again? 1 2 3 4 5 5. Was this class? (Circle one) A. Too small B. Too big C. Just Right 6. Does an evening class work better or is day class better? 7. What did you like about this class? 8. Suggestions to make this class better? INTERGENERATIONAL COOKING CLASS 9. How did you hear about this event? 10. What was your grandchild’s experience? 11. What moment stood out to you? 40