A Taste of Culture: Overview of the Systematic Refinement of a Culinary- and Spice-based Extension Program

Caribbean

27

Cultural terms and concepts not accurately described (e.g., mealtime vs. meal composition).

Slide 12 was unclear in distinguishing meal timing from meal composition. It was recommended that the slide focuses on typical ingredients, portion sizes, and representation of food groups, aligning more closely with dietary guidelines.

For slide 13, the standalone sauces slide was questioned since it did not represent all regions. A suggestion was made to instead include sauce examples within the appropriate regional slides for consistency and relevance.

African

36

Rename the slide deck to better align with culture and for consistency across all slide decks.

Two distinct cultures were presented as one. Since “African American” does not accurately represent both Black American and African cuisines, it was recommended that the African portion be given its own slide deck similar to the separation used for Caribbean and Asian cuisines due to cultural and culinary difference.

In terms of formatting, it was noted that slide 10, which highlights South African cuisine, includes traditional dishes alongside images. However, this approach was not consistently applied to the other regions.

Change the title from “African American” to “African.”

Suggestions included creating separate slide decks for African cuisines, similar to the approach taken for Caribbean and Asian cuisines, while ensuring regional inclusivity across North, South, West, East, and Central Africa.

In response, the African section was restructured to represent distinct regional cuisines while maintaining cultural depth.

Ethiopia was integrated into the broader East African slide, which now includes traditional dishes from Kenya, Tanzania, and Uganda.

South Asian

22

Lack of health information specific to herbs/spices.

Slides are wordy and hard to visually process. They appear overwhelming and difficult to read.

Slide 15 discusses masala as a spice but does not specify health benefits.

Lack of representation of all countries within a region: South Asian slide 7.

India is the only country mentioned.

Created spice slide deck to provide facts/literature on spices/herbs that can be added to lessons as needed.

Add bullets and condense the wording into simpler language.

Incorporate more countries and equal coverage of them OR highlight regional focus and give subtitle (e.g., India).

East Asian

29

Certain features may be considered culturally insensitive (e.g., referring to food as stinky).

Consider cultural sensitivity — slide 6 — the use of “chopsticks” as a cooking technique.

Add a slide about the benefits of fermentation.

Include individuals with expertise in the culture and cuisine in revisions.

My background as an African from Eastern Nigeria provided a unique perspective. As a master-level, international graduate student and graduate assistant in the U.S., I reviewed the African slide deck but was not directly involved in designing the slides or the rubric. My own lived experience with African food and ingredients is through cooking my own meals, sourcing spices from African grocery stores and local markets because these flavors, herbs, and spices are not just important to me; they are essential to the taste, aroma, and overall experience of my meals. They bring warmth, depth, and a sense of home to every dish I prepare. Turmeric, ginger, and garlic are staples in my kitchen, forming the foundation of many of my dishes, from Jollof rice to tomato stew. Basil is similar to an herb in my hometown known as “scent leaf (nchanwu)” and thyme enhances my dish’s aroma and taste, while paprika, black pepper, and chili pepper add layers of heat as I enjoy spicy food. When making soups in the U.S., I turn to kale and collard greens, which are similar to vegetables, e.g., fluted pumpkin (ugu), used in Nigeria, that not only carry the richness of African cuisine but also connect with African American food traditions. Cooking is more than just preparing meals for me; it is an intentional act of cultural preservation and connection. Through this, I was able to critically engage with the program materials, providing feedback to ensure that they were appropriate and free from potential biases or misrepresentations.

(Reviewer: I. Alobele reviewed the African slide deck.)

As an undergraduate intern, I conducted a systematic review of the South Asian slide deck, ensuring that the material was culturally sensitive, accessible, and effectively formatted. My role involved carefully evaluating the slides for clarity, consistency, and audience engagement. My background in psychology has brought me insight into human behavior, allowing me to consider how the audience might interpret this material. I also paid close attention to cultural accuracy, ensuring that South Asian culinary practices were depicted in an unbiased and authentic manner. While I have personally travelled to various countries in South Asia and am familiar with many aspects of the culture, I remained mindful of the need to consider broader cultural contexts rather than relying solely on my own perspective. Additionally, my personal experience with cooking and as a custom cake business owner provided an additional layer of insight throughout this review process. My familiarity with the role of spices in enhancing both flavor and health allowed me to assess whether the material effectively conveyed these concepts. Despite my experience in the kitchen, reviewing this slide desk greatly expanded my knowledge of the extensive health benefits of spices and herbs. This process has reinforced the importance of making sure this crucial information is accessible to the public. I approached this review with the goal of ensuring the presentation was as engaging and informative as possible, not only to improve cultural literacy, but also to promote better health awareness.

(Reviewer: M. Gindea reviewed the South Asian slide deck.)

As an undergraduate research assistant, I created a rubric to critically assess all four slide decks included in this work (African, Caribbean, East Asian, and South Asian). As the co-president of the Health Education and Literacy Organization (HELO) at UF, I have learned about strategies for presenting health information in ways that improve understandability, actionability, and accessibility, and have partnered with diverse organizations to redesign health education resources utilizing these guidelines. When creating the rubric used to assess the slide decks that would be presented to the public, I was influenced by many of these principles. My background in health education and health literacy also offered a critical perspective in evaluating the Taste of Culture materials. Additionally, I reviewed the slide decks through the lens of my Vietnamese and Chinese ethnic background. Growing up as an Asian American offered a relevant perspective for this project as I am familiar with cultural stereotypes and insensitivities associated with East Asian cuisine. This provided important insight while assessing the East Asian slide deck, specifically, for respectful and culturally accurate language and messages. However, my Vietnamese and Chinese culture and personal experiences do not represent all of East Asian culture and certainly did not provide much insight on the South Asian, Caribbean, and African slide decks. Because of this, I made an intentional effort to conduct research on the accuracy of the information I reviewed, as well as discuss with my research mentor and fellow research assistants for their collective insight.

(Reviewer: A. Theng reviewed all slide decks.)

For this project, I reviewed the Caribbean slide deck and provided feedback that could be implemented in further stages of development. As a student with a Latin American ethnicity and background, I was able to provide a nuanced analysis of the Caribbean slide deck and integrate my knowledge of the culture into the curriculum. Furthermore, many of the spices and seasonings in the slide deck have been central to the gastronomy and food of my culture. Thus, this familiarity and understanding that stems from my background has aided in the analysis of the Caribbean slide deck. However, it is important to acknowledge the limitations of my perspective as well as the inherent biases that come from it. I am a vegetarian and thus could not provide a true analysis of the proteins provided in the Caribbean slide deck as I am not familiar with their usage. Thus, I had to rely on my research and discussions with individuals within the Caribbean culture who eat these meats to provide a comprehensive and culturally sensitive analysis.

(Reviewer: R. Perez reviewed the Caribbean slide deck.)

As an undergraduate research assistant, I contributed to reviewing the East Asian slide deck as part of this study. While I identify as Southeast Asian, being of Vietnamese and Cambodian descent, I have also been exposed extensively to East Asian culture, particularly through its cuisine. Additionally, the significant overlap in ingredients and culinary traditions between these cultures has given me a strong foundation for evaluating this slide deck. This perspective provided me with knowledge of various herbs, spices, and dishes with recognized health benefits, including those involving fermentation. As a result, I was able to critically assess the slide deck, identifying necessary additions and removals to enhance its cultural appropriateness and educational value. To mitigate potential biases, I engaged in peer analysis with fellow undergraduate research assistants to ensure that my critiques were both relevant and constructive. My background in Asian culture has significantly shaped my research interpretations by offering a unique perspective on these slide decks. For instance, Asian cuisines have often been mischaracterized as odorous or spoiled, and I have personally encountered such prejudices. This experience led me to suggest the inclusion of a “Myths vs. Facts” section in the slide decks, which would not only educate participants on the health benefits of Asian cuisine but also promote cultural sensitivity and awareness. Furthermore, cultural and historical contexts informed us of the criteria we used to evaluate the slide decks, ensuring they were as accurate and representative of each respective culture as possible.

(Reviewer: Y. Vork reviewed the East Asian slide deck.)

As an African and undergraduate intern, I feel that my background allowed me to provide unique insights while evaluating the African slide deck. Growing up, my family exposed me to the rich culture of the continent in many ways, especially through food and spices. My knowledge helped me provide a more accurate depiction of some cultures and their culinary practices, helping to prevent misconceptions. More specifically, I am from Cameroon, a country in Central Africa, and to limit potential bias, I ensured that I broadened my perspective and recognized the need for greater diversity and representation within the slide deck. Africa is home to a vast array of cultures, each with distinct traditions, and I aimed to ensure this diversity was accurately reflected.

(Reviewer: T. Tchuisse reviewed the African slide deck.)

Graphics: Are the pictures culturally appropriate? Do the pictures match the information on the slide? Are the pictures easily visible?

Cultural Sensitivity: Is the information respectful? Does the information seem culturally informed by people from the culture? Is the language used appropriate and non-stereotypical? Is the information culturally accurate?

Formatting: Is the format consistent across the slides? Is information organized in an easily digestible manner? Are headings/subheadings appropriate?

Engagement: Are the graphics and information visually appealing? Is the audience called upon (are there images or text that directly speak to the reader)? Are there attention-grabbing components such as planned activities?

Purpose: Does every slide have a point to convey? Is every slide beneficial to the audience? Can the information on the slide be applied in meaningful ways? Is there a message? Is information tied to the program/learning objectives?

Health Literacy: Is simplified language used? Is information organized in an easy-to-follow way? Are there large chunks of text? Were bulleted lists used where appropriate? Is there enough color contrast between the text and background and within images? Do headings guide the reader? Is underlining/bolding used intentionally?

Oral Presentation: Do the talking notes follow the information on the slides? Do the talking notes expand upon or supplement the information on the slides? Do the talking notes utilize sensitive, simplified, and culturally informed language? Do the talking notes have a logical flow?