{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/99888"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/99888","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Exploring Experiences of Unofficial Actors in the Farm to School Policy-Making Process","abstract":"The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the \"small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes.","abstract_html":"The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the "small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes.","abstract_has_math":false,"creators":["Scott, Jasmine Layne"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Agricultural, Leadership, and Community Education","degree_department":"Agriculture and Extension Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01","date_published":"2020-09-01","updated_at":"2026-07-22T22:20:40Z","subjects":["Farm to School","Policymaking Process","Agricultural Policy","Unofficial Actors","Stages Heuristic Model"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:27231"],"render_values":[{"text":"vt_gsexam:27231","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/99888","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Agriculture and Extension Education"]},{"key":"dc:creator","label":"Author","values":["Scott, Jasmine Layne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-09-02T08:00:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-02T08:00:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-09-01"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agricultural, Leadership, and Community Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Farm to School","Policymaking Process","Agricultural Policy","Unofficial Actors","Stages Heuristic Model"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:27231"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/99888"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the \"small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The farm to school movement is partially supported by active citizens in the policymaking process who promote legislation to encourage activities such as purchasing local foods, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of political advocacy for farm to school activities when compared to other states. Individuals such as advocates, farmers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in the academic community as there is limited research on the role these individuals play in promoting farm to school during the legislative process. In this study, a policymaking model was used as a foundation to explore individuals' experiences as they participate in the farm to school legislative process in the Northern Virginia Region. The findings uncovered experiences that respondents believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages were also examined. Further, respondents provided suggestions to all policymakers for improving the process in the future. Key findings revealed the importance of collaboration, connectedness, and relationship building in the policymaking process. Additionally, respondents generally found success in \"small wins,\" such as increasing farm to school awareness, as opposed to more extensive legislative outcomes."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Exploring Experiences of Unofficial Actors in the Farm to School Policy-Making Process"]}]}],"canonical_facts":{"dc:contributor.department":["Agriculture and Extension Education"],"dc:creator":["Scott, Jasmine Layne"],"dc:date.accessioned":["2020-09-02T08:00:47Z"],"dc:date.available":["2020-09-02T08:00:47Z"],"dc:date.issued":["2020-09-01"],"dc:description.abstract":["The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the \"small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes."],"dc:description.abstractgeneral":["The farm to school movement is partially supported by active citizens in the policymaking process who promote legislation to encourage activities such as purchasing local foods, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of political advocacy for farm to school activities when compared to other states. Individuals such as advocates, farmers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in the academic community as there is limited research on the role these individuals play in promoting farm to school during the legislative process. In this study, a policymaking model was used as a foundation to explore individuals' experiences as they participate in the farm to school legislative process in the Northern Virginia Region. The findings uncovered experiences that respondents believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages were also examined. Further, respondents provided suggestions to all policymakers for improving the process in the future. Key findings revealed the importance of collaboration, connectedness, and relationship building in the policymaking process. Additionally, respondents generally found success in \"small wins,\" such as increasing farm to school awareness, as opposed to more extensive legislative outcomes."],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:27231"],"dc:identifier.uri":["http://hdl.handle.net/10919/99888"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Farm to School","Policymaking Process","Agricultural Policy","Unofficial Actors","Stages Heuristic Model"],"dc:title":["Exploring Experiences of Unofficial Actors in the Farm to School Policy-Making Process"],"dc:type":["Thesis"],"thesis:degree_discipline":["Agricultural, Leadership, and Community Education"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:40Z"}