The research in this thesis investigates the relationship between social capital and the ability of a community food system (CFS) to contribute to broad community development goals. Social capital is understood to be an intangible resource that proliferates from strong relationships stocked with trust, reciprocity, and cohesiveness. This research presents a journey through the literature to provide an overview of community food systems, the anticipated benefits that can result from adequate expansion, and how the concept of "embeddedness" contributes to development between the CFS and the community at large. The concept of social capital is introduced and discussed as previous researchers have demonstrated the usefulness of social capital building in the context of community and economic development (CED). The literature suggests that social capital can help the community and economic development in six ways that are applicable to CFSs; resource sharing, entrepreneurial activity, human capital, supply chain performance, democratic participation, and economic development. It is proposed that if we wish to have strong CFSs then it is in our best interest to optimize these six attributes within the CFS, and therefore optimize the levels of social capital present in the CFS, too. Social capital in the context of CFS development has been investigated before, however, not from this point of view. I suggest a framework that uses the definition of social capital as one that pertains to the "norms and networks" of a community. This framework is useful in that it helps illustrate how researchers can investigate the level of social capital in a CFS and how that translates to CED gains. This research identifies the norms of a community as relational social capital (rSC) and the networks as structural social capital (sSC). Only rSC is measured in this research to explain the role of social capital in relation to community development objectives, however, it is asserted that sSC is also essential to measure. This thesis helps answer the question, "how can the quality of relationships as measured by the relational social capital influence the performance of a community food system?". The research is qualitative and uses 23 interviews with informants in the Tampa Bay community food system as evidence to suggest that rSC is positively related to the six community and economic development attributes that can strengthen a CFS. Then, it demonstrates the usefulness of the proposed framework to observe the presence of embeddedness that, in combination with social capital, can lead to general community development by means of CFS development.

Farm to School is a program that connects local and regional foods and other farm products to school meals, develops school gardens, and develops other types of Farm to School experiential learning programs for K-12 students. Since Farm to School began in the mid-1990\'s, Farm to School programs have been developed in all 50 states and Washington D.C. The National Farm to School Network has estimated that almost 12,500 schools are involved with Farm to School, and that during the 2011-2012 school year, 5.7 million students were reached through Farm to School programs and activities. Research to date investigating Farm to School has primarily focused on food system and school system stakeholders including school nutrition directors, food distributors, farmers, school teachers, students, and principals. Not as much research has explored Cooperative Extension\'s role in Farm to School. Farm to School programs are one method for Extension professionals to support community food system development while addressing pressing social concerns related to agricultural viability and public health. Drawing on reasoned action theory and social movement theory, the purpose of this study was to explore food system change through an analysis of Cooperative Extension\'s role in the Farm to School movement. In this two-phase explanatory sequential mixed methods research study, the behavioral intentions/behaviors of Cooperative Extension professionals were analyzed. Additionally, the goals, strategies, and knowledge production of Cooperative Extension professionals participating in the Farm to School movement were explored. Data were collected through an online survey distributed to Extension professionals in eight states. A total of 931 Extension professionals completed the questionnaire resulting in a 48 percent response rate. Data were also collected through a state-based case study that explored Ohio State University (OSU) Extension involvement and leadership in the Ohio Farm to School Program. The case study included 21 interviews with OSU Extension professionals and Farm to School program partners. Regression models were developed to explore which behavioral intentions are statistically significant in explaining Extension participation in the Farm to School movement. Results show that past participation in a Farm to School training program, knowledge about Farm to School, attitude towards Farm to School, perceived social norms towards Farm to School, and perceived behavioral control towards Farm to School are positively associated with participation in the Farm to School movement. Drawing on Stevenson, Ruhf, Lezberg, and Clancy (2007), qualitative analysis found that OSU Extension professional\'s goals for the Farm to School movement were primarily related to food system transformation and inclusion, and their strategies were primarily related to connection. Drawing on Eyerman and Jamison (1991), qualitative analysis also found that OSU Extension professionals were producing primarily organizational knowledge through participation in the Farm to School movement. Additionally, qualitative analysis found that Cooperative Extension Systems are home to several Farm to School movement intellectuals. This study concludes with a discussion of recommendations for Cooperative Extension participation in the Farm to School movement, recommendations for Farm to School program partners, and recommendations for future research in Farm to School. / Ph. D.

Food insecurity refers to the lack of reliable access to nutritious and affordable foods for people of all backgrounds (Meenar and Hoover, 2012) and is a problem faced by approximately 50 million Americans (Smith, 2011) and thirteen percent of North Carolina households. Food security and poverty have been directly linked and North Carolina's poverty rate (14.3%) is above the national level (13%) (Curtis, 2010). Community gardens have been recognized globally by many experts including health professionals, community organizers, environmental activists, and policymakers, as an "important contributor to economic development, food security, and environmental management"(Baker, 2004). Together, these professionals use gardens as a means to educate the public about food production and nutrition. Empirical research has documented many community garden benefits, however, the examination of educational programs associated with these gardens is limited. The purpose of this case study was to examine the development and implementation of a beginner gardening program and its influence on program participants in an area known to be food insecure within North Carolina. The researcher utilized multiple means of qualitative methods including: 1) semi-structured pre- and post- interviews with program coordinators and participants, 2) content analysis, 3) a reflection journal used to observe the program, and the facilitation of a 4) focus group with program participants. The findings revealed the challenges program coordinators encountered throughout the development and implementation, as well as the effects of the beginner gardening program on program participants. / Master of Science in Life Sciences

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