Abstract
Objective
To identify how qualitative research has contributed to understanding the ways people in developed countries interpret healthy eating.
Design
Bibliographic database searches identified reports of qualitative, empirical studies published in English, peer-reviewed journals since 1995.
Data Analysis
Authors coded, discussed, recoded, and analyzed papers reporting qualitative research studies related to participants’ interpretations of healthy eating.
Results
Studies emphasized a social constructionist approach, and most used focus groups and/or individual, in-depth interviews to collect data. Study participants explained healthy eating in terms of food, food components, food production methods, physical outcomes, psychosocial outcomes, standards, personal goals, and as requiring restriction. Researchers described meanings as specific to life stages and different life experiences, such as parenting and disease onset. Identity (self-concept), social settings, resources, food availability, and conflicting considerations were themes in participants’ explanations for not eating according to their ideals for healthy eating.
Implications
People interpret healthy eating in complex and diverse ways that reflect their personal, social, and cultural experiences, as well as their environments. Their meanings include but are broader than the food composition and health outcomes considered by scientists. The rich descriptions and concepts generated by qualitative research can help practitioners and researchers think beyond their own experiences and be open to audience members’ perspectives as they seek to promote healthy ways of eating.
Key Words
Introduction
Because of its potential to advance understanding of social and behavioral aspects of food and eating, qualitative research continues to gain importance in the fields of food, nutrition, and health. Researchers acknowledge that compared to experts, the public may view food, nutrition, and health very differently. Understanding audiences’ perspectives and experiences related to healthy eating is important if nutrition and health educators wish to gain people’s attention and assist them in meaningful ways. Previous reviews have described the general roles of qualitative research in nutrition and health promotion.
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The term “qualitative research” typically refers to studies that are characterized by both their underlying philosophies and their methods.
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Qualitative researchers typically view the world as having multiple realities, because people’s understanding and interpretations of the world depend on their unique personal experiences and the historical, social, and cultural contexts in which they have lived. Qualitative researchers strive to understand other people’s perspec-tives and experiences, and they usually study people in their natural settings. Denzin and Lincoln’s Handbook of Qualitative Research describes this field’s complex history and diverse traditions, including disciplinary origins, applications, and issues.3
Creswell
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characterizes qualitative research as having 5 approaches: narrative research (listening to people’s life stories), phenomenology (identifying and understanding people’s lived experiences), grounded theory (developing new concepts, frameworks, or models based on participants’ perspectives), ethnography (immersion in a setting and collection of multiple types of data about people and their community), and case studies (detailed historical and contextual information about a single person, group, organization, or community). All of these approaches involve the collection of detailed, descriptive data that may take a variety of forms, such as transcripts of interviews with individuals or groups, photos, field notes, journals, documents, blogs, or audiovisual recordings. As a study uncovers new insights, opportunities, or problems, researchers may adjust their data sources, methods, and research tools. Analysis uses non-numerical systems of coding, categorizing, comparing, and contrasting as researchers examine data for themes and emerging patterns.5
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Researchers may report findings as descriptive cases, themes, or conceptual frameworks. They may propose theories or hypotheses for future study.Qualitative researchers typically use purposive samples with specific criteria for inclusion and exclusion that may be dynamic as investigation uncovers new insights. Small samples enable researchers to collect in-depth data. The sample size is determined by the amount of data or data extensiveness needed to achieve theoretical saturation, the point when continued sampling yields no new insights.
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Qualitative researchers use a number of strategies to enhance the quality or soundness of their studies, often described as trustworthiness.
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, Key concerns are how well findings represent participants’ actual perspectives (credibility), how any modifications in the methods may have affected researchers’ interpre-tations (dependability), the extent to which others reviewing the data and procedures would come to the same interpretations (confirmability), and the extent to which findings may be applied to other people, places, and times (transferability)., Credibility has been likened to internal validity; transferability to external validity; dependability to reliability; and confirmability to objectivity.8
, , Qualitative research is often contrasted with quantitative research, a term that usually refers to studies that test hypotheses, examine predefined concepts and variables, use predetermined sample sizes that are often representative of populations, employ numerical methods for measurement and analysis, and strive for objectivity. Table 1 summarizes some key characteristics of qualitative and quantitative research projects. In mixed-methods studies, researchers combine qualitative and quantitative procedures in various ways to achieve their goals.
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Table 1Characteristics of Qualitative and Quantitative Research Projects
Characteristics | Qualitative Projects | Quantitative Projects |
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Purpose | Gain new perspectives and insights on topics | Determine frequencies or test hypotheses about factors predefined by researchers |
Sample | Smaller, purposeful samples with continued sampling until no new findings, characteristics may change as analysis proceeds | Larger, preset sample sizes with predefined characteristics |
Data | Open-ended, non-numerical forms in text, photo, audio, documents | Measurements or answers to predefined, specific questions that can be coded for counting |
Methods | Subjectivity and flexibility in methods to gain in-depth and holistic understanding of topic | Objectivity, standardization, and use of controls in methods |
Analysis | Thematic to identify concepts, commonalities, contrasts, relationships | Statistical to test hypotheses and relationships |
Reporting style | Detailed (thick) descriptions, themes, contrasts, case studies, conceptualizations | Numerical forms with statistics |
The authors reviewed the literature to learn how researchers have used the philosophy and methods of qualitative research to gain insight into the ways that people consider health related to food and eating. This review asked, “How has qualitative research advanced understanding of the ways that people interpret healthy eating?”
Methods
The authors searched PubMed, Soc Abstracts, PsychInfo, and ERIC bibliographic databases for empirical studies published in English since 1995 using terms related to healthy eating (ie, food habits, food preferences, food behavior, eating behavior, behavior change, healthy eating, food psychology, dietary change, food decision making, food choice, nutrition education) in combination with terms relating to qualitative methods (ie, ethnography, focus groups, interviews, grounded theory, and qualitative research). Each database was searched using 55 different combinations of terms. These key terms could appear anyplace in the article’s title, abstract, or descriptive terms. To find articles that the search may have missed, the authors followed up on citations in many papers and hand searched through Appetite and the Journal of Nutrition Education and Behavior. They also examined the publication records of qualitative researchers who were extensively engaged in research related to the topic of the review.
The initial search of the published literature since 1995 revealed thousands of papers on an array of topics and types of studies related to the question. To keep the review manageable, the review focused on a subset of this literature and examined empirical papers reporting qualitative studies that were published in English, and in peer-reviewed journals. The authors also limited the search to those studies done in developed countries (ie, United States, European countries, Australia, New Zealand, Canada, and Japan) where food variety and availability are great for most people and where health issues related to food and eating are likely to encompass a wide variety of considerations. The authors excluded the many papers focused on the topics of food insecurity, eating disorders, obesity, and community-based interventions. These topics frame healthy eating in important ways that could not be fully explored in this limited review. The review focused on the ways that people perceived and experienced health related to food and eating and not on the factors, processes, or practices of health promotion or environmental change.
Articles meeting the selection criteria were added to a RefWorks bibliographic database that was accessible to all authors on the team. As the pool of articles increased, the authors developed a list of codes to characterize each paper’s methods and findings. Each author carefully read through a subset of the papers and assigned codes according to the details of the paper. As authors read and discussed papers, new codes emerged, and they revised the code list and recoded papers as appropriate. Initially, the authors found about 500 papers that seemed to be within the scope of the review. After all team members closely looked at methods employed and topics investigated, they selected only papers that reported qualitative findings in a substantive way. Papers reporting mixed-methods studies in which the qualitative findings were not reported in detail were excluded. Also eliminated were papers that reported on face-to-face interviews (much like surveys) that were not in depth, papers that described only brief discussions with study participants, or included only 1 open-ended question. This process yielded 195 papers that were coded in further detail and used for the review. Papers were not evaluated for trustworthiness or limitations.
Analysis of the papers concentrated on identifying the particular ways that qualitative methods contributed to the understanding of how people interpret healthy eating. Though health aspects of eating were not necessarily the focus of many of these studies, how people interpreted health related to food and eating was a substantive topic in the findings. The authors discussed the methods and findings reported in the papers and the themes emerging across the papers. Using an iterative process, the authors identified the following 3 main themes: meanings people associate with healthy eating, ways meanings develop and change in relation to life stage and life experiences, and explanations people provide for the gaps between healthy eating ideals and their actual behaviors. Next, the authors reexamined the 195 papers to be sure that they understood their contributions related to how people interpret healthy eating. Authors identified meaningful participant quotes that illustrated the depth and the detail of the insights provided.
Results
The results of this review are organized in 5 sections:
- •The first section describes the underlying philosophies used by these qualitative researchers.
- •The second section gives an overview of the methods the researchers reported.
- •The third section describes the insights these studies provide about the meanings that people expressed about healthy eating.
- •The fourth section presents what these studies reveal about the evolving and dynamic nature of meanings across life stages and life experiences.
- •The fifth section reviews key insights that these studies provide about people’s explanations for the gaps between healthy eating ideals and actual behaviors.
The topics discussed in the third, fourth, and fifth sections overlap, and many papers made contributions across the sections. To avoid redundancies, however, the authors develop a topic in 1 section only, where it seemed most appropriate for the overall paper. Table 2, Table 3, Table 4 provide citations for various topics in the third, fourth, and fifth sections and also use selected participant quotes to illustrate the topics.
Table 2Types of Meanings People Associate with Healthy Eating
Types of Meanings | Examples of Participants' Interpretations |
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Fruits and vegetables 21 , 32 , 104 , 121 , 128 , 144 , 173 , 174 , 175 , 176 , 177 , 178 , 179 | Fruits and vegetables are key ingredients to being healthy. 178 Fruits and vegetables are healthier than a bag of chips. 179 I serve FV [fruits and vegetables] to my kids because I want to give them healthy food. FV are the most important food of the day. 179 A person who eats fruits and vegetables [is] taking care of his body mentally and spiritually. When you take care of your body, you're mentally and physically alert. 178 |
Animal food 32 , 117 , 118 , 180 | …some kind of meat; for some reason, you still imagine that meat is the crown, without it, it's not proper food. 180 …not too heavy on the meat…32 Physiologically I, for some reason… my body seemed to not want to eat meat any more. I was getting ill actually from it. 117 |
Safe food 29 , 30 , 181 , 182 | I've got children and I've got grandchildren… and it bothers me that the food they're eating could be changing them. But we don't know until 20 or 30 years down the track. 30 We're careful about the chickens that we buy. 30 |
Functional food 22 , 60 , 73 , 183 , 184 , 185 | But I do think you need a little help in the diet and if I can see that lovely tasting Vitality stuff and it's telling me it's got all these millions of good bacteria in it, so I'll drink it. 22 Of course, you wonder what additives you get from it [functional food], so maybe you'll get rid of cholesterol but what if you'll get cancer or something in return?73 |
General nutrients 19 , 72 , 98 | Different nutrients from different things but I think again when you look at things overall I think they probably have a very adequate diet. 19 |
Fiber 186 | I start the morning with porridge, which I make of fiber-rich oats and oat bran. …they say it's good because it pulls out the fat… it should counteract high cholesterol. 186 |
Vitamins and minerals 90 , 128 , 187 , 188 , 189 | …taking the appropriate vitamins to help supplement what I don't eat. 188 |
Fat 32 , 98 , 104 , 111 , 112 , 173 , 182 , 186 | …because he [husband] has high cholesterol… so I keep it [fat] pretty low. 182 You should be careful with fat… 186 |
Carbohydrates 174 , 190 , 191 , 192 | … a particular friend is on a protein diet so she's cut out all of her carbohydrates… 190 I cannot eat potatoes and rice because it turns to sugar because I am a diabetic. 191 |
Contaminants/toxins 30 , 193 , 194 | …the different insecticides and everything that's being used. I get concerned about that. 193 |
Natural 22 , 73 , 90 , 98 , 113 , 118 , 177 , 181 | I think natural food for baby is much better. 22 I try to eat all raw, living [food] most of the time… 90 |
Organic 71 | I try to eat primarily organic. Being where I live the cost of organic food isn't really an issue. I try to eat as few processed foods as possible and eliminate added sugars. For the most part all of the above are working. 71 |
Homemade 33 , 62 , 100 , 113 , 195 | Eating in was associated with “having control over what goes into the food,” both in terms of including the “right” foods and compounds (eg, vegetables, natural food), but more importantly, avoiding “bad” aspects (eg, high fat intake, processed food). 33 I don't know how they're manufactured or what they are putting into it. I'd rather just buy fresh food and cook it myself. 113 |
Balance 21 , 22 , 30 , 47 , 51 , 73 , 82 , 84 , 94 , 98 , 106 , 109 , 115 , 180 , 196 , 197 , 198 | And with a pizza I often eat, I buy a cucumber. Then I think it's all bread and salami, and fat etc. Then I want to have something fresh with it. 21 I think the emphasis on food should be about balance. 84 You strive to find a balance between spoiling yourself, feeling good and being healthy. You may sometimes gorge yourself and bargain with your health to buy yourself mental well-being. 180 |
Variety 51 , 73 , 180 , 198 , 199 , 200 | As long as you have a good variety of food and don't eat too much of anything, you can't go far wrong. 200 [A healthy diet] consists of lots of vegetables, but is above all varied—in a week's period there's quite a lot of various stuff included. 73 |
Moderation 21 , 31 , 84 , 113 , 201 | It [healthful] makes me think of salad. You know, just vegetables, fruit. And some types of meat, but in moderation, not a whole lot. 21 This is my motto. Eat everything, just small amounts of it. 201 |
Regular meals 73 , 113 , 173 , 192 , 196 | …keeping regular hours for meals everyday. 173 |
Proper meals 73 , 95 , 113 , 200 , 202 , 203 | It's working out a compromise all the time…what is a good proper meal to what we can get down their [children's] necks. 203 Ordinary proper food is as healthful [as functional food]. 73 |
Weight 40 , 98 , 100 , 112 , 187 , 195 , 199 | Healthy means food that's good for you, not fattening. (association of being thin with healthy eating by 9- to 11-year-olds) 199 |
Energy 46 , 180 , 204 | I have made these gradual changes in my diet to feel better, to have more energy. My body needs it and I listen to my body. 46 |
Strength and physical performance 41 , 205 | It [food] helps you get around and gives you the strength. 205 I don't have a big piece of pie, because I'm worried about practice, I'm worried about my energy level. . . I do think pretty consciously about what I'm going to eat during the day before hockey practice. 41 |
Disease avoidance 19 , 32 , 43 , 47 , 90 , 98 , 108 , 109 , 117 , 128 , 183 , 188 , 190 , 191 , 206 | I don't want a stroke… so I try to leave the cheese alone… 47 |
Disease management 45 , 69 , 81 , 98 , 137 , 174 , 186 , 207 , 208 , 209 , 210 , 211 , 212 | I manage my diabetes on my own. We were eating so differently that I said you know what… we can eat together, but I am going to prepare my own food and do my own thing because this is not good for me. 207 I'm in control because fear made me control my diabetes. 210 |
Intolerances 47 , 72 , 191 | It used to be that I could eat anything without difficulty but your system changes and I think I recognize that now. 47 …as my body is getting older, there are certain things that my body cannot tolerate… so slowly I change my habits…72 |
Psychosocial well-being 21 , 24 , 67 , 72 , 73 , 74 , 75 , 77 , 78 , 79 , 80 , 84 , 178 , 186 , 196 , 203 , 213 , 214 , 215 | …you have also got to be relaxed and happy about what you are doing. I don't think it's healthy if you get too fanatical about how much of how many bits and pieces are in every bit of food. You've got to get a happy balance. 213 Health, it's such a broad issue because it goes from your environment to your lifestyle, and we have a whole lot of pollution, we have smog in the air, even now it can affect health. So it comes from different aspects of our—mentally, socially, physically, spiritually; good health depends on all that. 79 It's [healthy eating] eating food to nourish your spirit as well as your body…and, you know, so it's really being connected to where it comes from as well as where it's going, like to feel good. 72 You strive to find a balance between spoiling yourself, feeling good and being healthy. You may sometimes gorge yourself and bargain with your health to buy yourself mental well-being. 180 It [dietary advice] doesn't interest me. I eat what I like and what makes me feel good.” 186 |
Personalization 19 , 27 , 29 , 30 , 32 , 43 , 47 , 72 , 73 , 81 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 93 , 96 , 122 , 131 , 186 , 216 , 217 , 218 | Well, I think again it's just, listening to everything but then making your own, making your own mind up, you know, what's best for you. I think if you listened to everything you wouldn't eat anything, would you?27 We do what works for us… how it fits in with our ideas. 122 You take what's right for you and use it. 122 But I'm a diabetic. I'm not going to lie. I eat whatever I feel like I want to eat. I'll just accept the consequences later, down the line. 131 |
Restriction and control 26 , 30 , 41 , 42 , 62 , 66 , 82 , 89 , 94 , 96 , 97 , 104 , 192 , 199 , 219 | They [kids] don't like broccoli, so if we are having broccoli we make them eat 1 or 2 pieces. They go, ‘Ugh,' but they'll eat a piece. 66 I will say to them: ‘you can help yourself to anything in the line of fruit or vegetables but if you want something sweet you have to ask permission and not just take it. 82 My Mom was worried that I might get diabetes so she put me on this no flour, no corn, no sugar thing. I'm getting paid not to eat those foods. 66 |
Table 3Life Stages and Life Events That People Relate to Their Meanings for Healthy Eating
Life Stages and Life Events and Experiences | Examples of Participants' Interpretations |
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Childhood 55 , 62 , 64 , 94 , 103 , 104 , 105 , 174 , 176 , 199 , 220 , 221 , 222 | We like candy… all kids like candy more than fruit. 104 Kids don't usually want to eat healthy food. 105 |
Adolescence 65 , 66 , 67 , 100 , 106 , 107 , 150 , 174 , 214 , 223 , 224 , 225 , 226 | We can't be bothered with buying healthy snacks…Not raisins, either. We don't want to pay for the healthy stuff. 65 |
Adults and aging 32 , 42 , 47 , 81 , 96 , 109 , 112 , 113 , 124 , 186 , 190 , 191 , 200 , 205 , 206 , 207 , 227 | … now as I've gotten older I'm beginning to think about heart trouble… 124 No I don't bother at all about it [dietary advice]… I think when you are this old you shouldn't change your food habits. 112 |
Marriage/ cohabiting 22 , 68 , 96 , 115 , 120 , 121 , 207 , 228 | I don't think I am eating healthy at all (now that with a partner), because I eat a lot of take-out and I don't eat a lot of vegetables… before I used to have salads with my meal… 228 With the two of us present, there's a better chance that a more substantial or more nutritious meal will be prepared. 96 |
Parenting 27 , 40 , 43 , 83 , 86 , 94 , 104 , 122 , 123 , 124 , 125 , 127 , 198 , 229 , 230 | Having kids myself makes me realize that I wasn't eating enough green vegetables… 230 In my teens, it was more on-the-run type [of eating]. . .It was not until I had [my daughter] that I started making sure there was always a hot dinner at night. 127 |
Disease onset 22 , 32 , 44 , 45 , 69 , 90 , 109 , 117 , 126 , 127 , 128 , 132 , 137 , 174 , 182 , 186 , 189 , 192 , 207 , 210 , 211 , 216 , 231 | My family doctor used to talk to me about diet before I had the heart problem and ended up in the hospital. But I was kind of ignoring her. That was a wake-up call for me, that trip to the hospital. 45 …I didn't need too much incentive [to become a vegetarian]. I had heart disease… 117 I love broccoli, and now I eat it more because somebody put it in my head that it prevents breast cancer. 128 |
Women's transitions 18 , 46 , 112 , 125 , 126 , 127 , |