The Chemistry of Cooking Club

Project Rationale

There is a positive correlation between a strong sense of community at school and academic success. When students feel well connected with their school and peers, they are more likely to be engaged in their learning, leading to improved academic performance. We are intentionally focused on involving students who qualify exceptional student education in our research to find the impact that their involvement with the extracurricular Chemistry of Cooking Club has on their sense of community at AD Henderson University School and with their peers. Exceptional students are our area of focus as we would like to strengthen their sense of community through a peer driven, multi diverse immersive club that encompasses both middle and high school students that we believe will lead to their academic success in the classroom. The science and math skills that are reinforced along with the peer engagement can be used as a demonstration tool for others in our same fields to link academic aptitude with a strong sense of community.

Project Context

Our research was conducted during weekly Chemistry of Cooking Club meetings at AD Henderson University School/FAU High School held Fridays from 3-4:15 pm. There was a total of 80 students, comprised of five sixth graders, twenty-one seventh graders, twenty-nine eighth graders, six ninth graders, twelve tenth graders and seven eleventh graders.  There were twelve exceptional students; seven have IEP's and five have 504 plans. The group was composed of thirty-two males and forty-eight females.

Supportive Literature

Research suggests that food-related activities can enhance cultural understanding and sense of belonging in educational settings. Multicultural after-school cooking clubs have been shown to improve cooking skills, cultural awareness, and citizenship skills among students (Gatenby et al., 2011). Similarly, initiatives like Cultural Food Stories and Cultural Competence skills workshops can promote well-being and belonging through recipe sharing and cultural appreciation (Lipsedge & Mulrooney, 2022). A pilot study found that sharing cultural recipes and stories increased sense of belonging for 73.8% of participants during the COVID-19 pandemic (Mulrooney, n.d.). Another study using food-related images reported increased belonging for 39% of staff and 49.3% of students (Mulrooney & Wojadzis, 2023). These initiatives highlight food's potential to evoke memories, maintain connections, and bridge gaps between different groups showcasing that food-related activities appear to be effective tools for enhancing cultural competence and fostering a sense of belonging in educational communities. Prince and Hadwin (2013) emphasize the importance of a sense of school belonging (SOSB) in understanding the effectiveness of inclusion, highlighting its impact on cognitive, affective, behavioral, and social outcomes for students with special education needs (SEN). They suggest that SOSB is crucial in comprehending the relationship between school placement and developmental outcomes for these students. Connor and Berman (2019) argue that authentic inclusion goes beyond technical responses to policy implementation, critiquing the programmatic approach often taken by local education authorities. They note persistent segregation of children with severe disabilities, autism, and emotional challenges, despite improvements in general education access for students with disabilities. Both papers underscore the complexity of inclusive education and the ongoing challenges in creating genuine belonging for all students, particularly those with more severe disabilities (Prince & Hadwin, 2013; Connor & Berman, 2019).

Research Methods

Participants

Participants were sixth through twelfth grade students participating in the extracurricular Chemistry of Cooking Club.  All students were eligible to participate in the club with a maximum of eighty students selected. These students enrolled in AD Henderson University School and FAU High School.  Students of all backgrounds and skills were accepted. The eighty students participating in the club include traditional and ESE/504 students.

Data Collection

Questionnaire. Students were given a survey about their sense of belonging and participation in the club. Students were asked to rate if they strongly agree, agree, feel neutral, disagree, or strongly disagree with the following prompts.

1.  Over the last 6 months, how have your feelings of connection with the other student chefs changed?  Do you feel more connected to the other members of our club?
2. I feel like I belong in Chemistry of Cooking Club.
3. I can be myself in Chemistry of Cooking Club.
4. I have made new friends in Chemistry of Cooking Club.
5. I interact with club members outside of Chemistry of Cooking Club
6. There are other students I can trust in Chemistry of Cooking Club.
7. Other students here like me the way I am.
8. I am proud to be a part of Chemistry of Cooking Club.
9. I am excited to try new foods each week.

Qualitative Questions. We conducted data collection with a small focus group of 5 ESE/504 students that attend Chemistry of Cooking Club on a weekly basis so we could generate a picture of how they are feeling about participating in this weekly activity.  

Small Group Interviews

1. What made you join The Chemistry of Cooking Club initially, and why do you return to it each week?
2. How do you feel when you cook?
3. Do you like cooking alone or with other students?
4. What personal goal could you set for yourself moving forward with the Chemistry of Cooking Club?
5. What is your favorite part of Chemistry of Cooking Club so far?
6.   On a scale of 1-10, how would you rate yourself on how confident you felt when you started Chemistry of Cooking Club to how you feel now (5 months later)?

Teacher Observation .  We observed discussions of small groups that included at least 1 ESE/504 students throughout the months of club meetings. It was interesting to note the students’ level of involvement expanded as they gained confidence not only in the preparation, cooking and consumption of their food creations, but also in the amount of social interaction with the peers they were assigned to or chose to work with. 

Procedures and Data Analysis

The study took place for 8 months. Our first survey was given six months into the club meetings. During a two-week timeframe, students were asked to participate in small group interviews. The study took place during club meetings on Fridays from 3:0 pm to 4:15 pm while students actively participated in learning the lesson and making the meal. 

In all, 44 out of the 80 members participated in the study.  

Results

How does joining an intermediate and secondary extracurricular Chemistry of Cooking Club affect student confidence in leadership and feeling of belonging to a school community and culture?

Our research focused on how participation in the Chemistry of Cooking Club affects students’ sense of community and school. To find if there is a link between participation in the club and a sense of belonging or community, we conducted surveys and small group interviews. Students were interviewed during club meetings while actively participating in the activity for that day. We found that there is a strong connection between participation in the Chemistry of Cooking Club and a sense of community and school. 44 club members participated in the anonymous survey and five students participated in the small group interviews. When asked to rate how they respond to the prompt “I feel like I belong in the Chemistry of Cooking Club”, a large majority of respondents selected agree or strongly agree. 74% of participants feel that they belong in the club that serves sixth through twelfth grade students. This suggests that most members feel a sense of belonging in the club.  19% of respondents may not feel strongly one way or the other. This could indicate new members or those who are unsure of their place in the club. Only 3 respondents, or 7%, chose “strongly disagree” and no one chose “disagree”. This is a very low dissatisfaction rate. The absence of the “disagree” option but some “strongly disagree” suggests that those who felt negatively, felt it strongly. This is a point that may be worth looking into further. Some takeaways from this response to the survey suggests that the club is fostering a positive and inclusive environment overall. 

When asked to respond to the claim “I can be myself in Chemistry of Cooking Club” 33 out of 44 respondents or 75% selected “agree” or "strongly agree”, suggesting most people feel comfortable and authentic in the club environment. 10 respondents, or about 23%, chose neutral. This is a bit higher than the previous question about belonging. These individuals may still be getting used to the group or feel somewhat unsure about expressing themselves fully. Only one respondent chose “strongly disagree” and no one chose “disagree”. This shows an overwhelmingly positive climate, with only one person potentially feeling like they cannot be themselves in the club. The Chemistry of Cooking Club appears to be a welcoming, inclusive space where members largely feel comfortable being themselves. A few neutral responses may reflect quieter individuals or areas where inclusion could still improve. A single strongly negative response is worth noting.  It could reflect an isolated issue or an individual experience that is worth exploring in a future feedback session. 

We also wanted to find if students made new friends because of the club.  When asked to respond to the claim “I have made new friends in the Chemistry of Cooking Club” 31 out of 44, or 70%, said “agree” or “strongly agree”. This is a strong sign to us that most participants have formed friendships through the club. Eight participants or 18% chose neutral. This indicates that they might not be as open to connection but have not made close friends yet. Five participants or 11% selected “disagree” or “strongly disagree”. This is higher than the other two questions, indicating that a few members may not be forming social bonds as easily. The data indicates that while the club is doing a great job of fostering friendships overall, there is a small group who might be feeling socially on the outside. 

Club members were also asked if they interact with other members outside of meetings.  Only 42 responded to this claim. 29 out of 42 respondents selected “agree” or "strongly agree” which indicates that most members are connecting outside of the club meetings.  This is a strong sign of community and relationship building. 10 people chose neutral, which may be members who are more socially reserved. Only three respondents selected “strongly disagree”

Seeing that new friendships were being formed, we then polled participants to see if they trust other students in the Chemistry of Cooking Club. 67% of respondents selected “agree” or “strongly agree”. This is a solid majority who feel they can trust others in the club, which is great for fostering collaboration and a sense of safety. 29% of respondents chose neutral. This is a high portion. Some of these members may have not had deeper interactions to form trust. Only two respondents, or 4%, selected strongly disagree. This indicates that even though a few are uncertain, very few explicitly feel they cannot trust others. This data indicates that the club has built a generally trusting and respectful atmosphere, with room to deepen connections. There is an opportunity to naturally increase trust with more small group cooking lessons. 

When asked to respond to the prompt “other students here like me the way I am” 58% of respondents feel liked and accepted as they are. That is a strong majority, suggesting a positive and affirming social atmosphere in the club. 40% responded neutral, which is quite high. This may be due to lack of interaction to know how others feel. They might not feel excluded, but not actively included either. Only one person selected “strongly disagree”.  This is a very low percentage, but important. Someone might feel unseen or unaccepted, which could be worth following up with. The data indicates that the Chemistry of Cooking Club seems to foster kindness and acceptance, but some members may still be seeking more affirmation or connection. 

After the club survey, we conducted data collection with a small focus group of 5 ESE/504 students that attend Chemistry of Cooking Club on a weekly basis so we could generate a picture of how they are feeling about participating in this weekly activity. The following questions were asked of each of them as well as the noted comments during their small discussion as they prepared a recipe during the data collection. We found that these students in particular seemed to join the club due to a love for cooking, cultural curiosity, or social connection. The emerging emotional and motivational trends from the small group indicate that for some, cooking is closely tied to the practical reward of food. Either the joy of eating or the urgency of eating. The focus group also indicated that their preference for cooking with others in a collaboration and social aspect is strong. Many students find it more fun, motivating, and collaborative when cooking with others. We then asked the focus group about personal goals for the club. Their responses indicated that there is a desire to explore different cuisines, mastery of cooking skills, and social and personal growth. There is a clear interest in cultural exploration and a passion for diversity in food. Members want to use the club as a way to expand their culinary horizons and try foods from various cultures and parts of the world. The desire for skill-building and independence in the kitchen is also prevalent. These students are motivated to gain confidence and competence in their cooking abilities. The responses also highlight a combination of personal growth and social development goals. The respondents are not just focused on improving their cooking skills but also wanting to advance socially and overcome introversion through club activities. When the focus group was asked their favorite part of Chemistry of Cooking Club so far, the responses show a strong interest in cooking diverse cuisines and trying new foods. Students are enjoying the opportunity to explore the world through cooking, which aligns with the broader trend of cultural exploration. Other observed discussions of small groups that included at least one ESE/504 student were conducted throughout the months of club meetings. It was interesting to note the students’ level of involvement expanded as they gained confidence not only in the preparation, cooking and consumption of their food creations, but also in the amount of social interaction with the peers they were assigned to or chose to work with.

An interesting finding through our research is that ESE/504 students showed dramatic social and leadership growth from participation in the club. Melissa Laverde, a middle school math teacher, noticed an immediate change in one student in particular. “This club has opened a completely different side to him, he is actually talking to other students in and outside of the club which he has not done in the time that I have known him.” This student was known to socially disengage historically during his K-7 enrollment at the school.  Through the club, he now feels comfortable having conversations with his peers, high school students, and adults. This student also demonstrated leadership growth by volunteering to talk to students and families during the club and elective fair held afterschool. His goal was to talk about his involvement in the club and encourage others to join because of the sense of community he has found in the club. Another ESE/504 student was also an area of interest. He historically has limited interactions with adults but was noticed to be engaging school employees to tell them about Chemistry of Cooking Club activities. The superintendent of the school was surprised that this student approached him to engage in a conversation about the lesson that day. This interaction indicates that he feels comfortable in the environment that we have fostered inside the club that he can now approach other adults confidently as a member of the whole school community.

Implications

Our research findings confirmed that students’ sense of belonging was enhanced by participating in the Chemistry of Cooking Club in their positive feedback and an observed increase in their social skills, life skills, teamwork, and social awareness. Our data seems to suggest that most students felt it was a positive, inclusive environment where they felt a strong sense of community. It is important for educators to recognize the potential of this activity, which helps foster inclusion, social connection, and emotional growth. This is particularly crucial for ESE students as they are taught and guided through the skill sets utilized in a cooking setting. The club provides valuable opportunities to build life skills, self-esteem, creativity and independence in a low-stress, engaging and collaborative environment. Educators could view cooking clubs as a unique opportunity to provide a non-academic setting that enhances students’ overall school experience, boosting both their sense of community and connection to the school. Working together to create dishes or solve challenges encourages teamwork and strengthens their sense of empathy.   Educators would also recognize the importance of giving students opportunities for leadership, even in small ways, to help them develop ownership of their actions and contributions.

References