By meeting others and forming new relationships, community members also increased their social support, an objective of the social and community context domain . When asked to describe their proudest success, one UA leader responded, “seeing friendships form that wouldn’t have happened otherwise.” They believed that the garden was a space for people to “meet people from different cultures, hear different languages, [and] try different cuisines.” Farmers described several types of outdoor community events, such as “Farm Friday,” for people to “have a drink and hang out during the summer.” One gardener said that they “run into good people” at their community garden, and another replied that “garden people are always fun to talk to.” Acknowledging Long Beach’s diversity, one UA site created promotional materials in English, Spanish, and Khmer, demonstrating linguistic capital, or skills from communicating in more than one language or style . During field visits to community gardens, I observed multiple occasions when people would walk by and ask questions about the garden. Gardeners welcomed outsiders by sharing their harvest and providing information on how to join.All interviewees described how UA had changed the land in some way. Community members worked together to enhance their neighborhood and built environment, which influences safety, health behaviors, and risk of disease . The UA sites in this study were built on former oil properties, dumping sites, vacant lots, and in some cases, previous UA sites. Social capital was crucial for building new gardens and farms. UA leaders collaborated with volunteers, the Conservation Corps of Long Beach, pipp racking local troops from Boy Scouts of America, and the UC Master Gardener Program to construct raised beds, sheds, and other amenities.
Ground Education typically constructed raised garden beds and nature paths on existing green space, such as playground fields. In other cases, UA leaders had to build on land that was previously unintended for planting. This passage illustrates how community members used social capital to collectively build a UA site. The garden director explained that they thoroughly tested the soil to ensure that it was safe, and that the process of organic gardening would further improve the soil over time. Gardeners’ determination to turn the former oil property into a green space demonstrates resistant capital, knowledge and skills fostered through oppositional behavior. By repurposing the once “lifeless” soil to grow food, gardeners also demonstrated aspirational capital, the ability to maintain hopes and dreams for the future . UA leaders emphasized the importance of protecting the environment for future generations, a further example of aspirational capital. Though most sites were located near freeways, UA sites planted trees to provide shade and oxygen for fresh air. Trees also served as a noise barrier and gave a “park-like feel” to UA sites. Gardeners and farmers used natural pest control methods and practiced composting to repurpose their food waste. One UA leader harvested seaweed from the beach to make kelp extract, which they used as a fertilizer.UA leaders shared how their sites directly benefitted community health by increasing access to fruits and vegetables, promoting physical activity, and supporting mental health. One UA leader was inspired to donate produce to the local university food pantry after reading articles on food insecurity among college students. Gardeners also relied on growing food for their own food security. For example, a gardener who lived alone and did not own a car relied heavily on their community garden plot. They said growing food helped them eat more fruits and vegetables “loaded with fiber.” Another mentioned their grandparents “save some more money” by eating the food their family grows. In this way, UA supported the SDOH domain of economic stability by allowing community members to reduce food expenses.
UA leaders believed that “if you grow your own vegetables, you’re more likely to eat vegetables” and that food grown from a garden or farm was “fresher,” “tastier,” and more “flavorful” than produce from grocery stores. During my observations, people at UA sites were consistently engaged in outdoor physical activity, usually with their hands, shovels, hoses, wheelbarrows, and other gardening equipment. When I asked an interviewee if they used any power tools for gardening, they replied, “We like to burn calories, not fossil fuels.” They added that “some of the younger folks really get a workout with the pickaxes and stuff,” while gardening for “older folks” is “slow, gentle exercise that [they] can do for prolonged period.” Others agreed that gardening helped them stay “healthy and active.” A gardener who suffered with joint pain from fibromyalgia said, “[Gardening] gets me out of my pain.” Another gardener had to stop gardening at one UA site because of chronic lower back pain but was able to begin gardening again at a different site with raised beds. He sat on his walker to pull weeds and said the raised beds help with accessibility. Participating in UA helped community members cope with physical discomfort, as well as negative feelings and emotions. The phrase “mental health” was repeated by multiple interviewees, such as one who stated, “I think that the biggest crisis that we’re facing in health care other than nutrition, is mental health.” UA sites provided a space for the community to “de-stress,” “heal,” have “peace of mind,” and “manage depression and anxiety.” One UA leader described their community garden as “therapeutic” and a “safe space” that benefitted their family’s physical health and mental health. Another said, “People told me it’s their lifeline… A lot of people told me that they went through a rough time, maybe they lost a spouse, or they had broken up, or they lost their job, and the garden was their focal point.” From my interviews and observations, many others seemed to share this sentiment. During this study, I met three gardeners who had experienced homelessness. They all expressed how gardening helped them stay calm during stressful times. A UA leader who previously lived in their car and struggled with addiction issues said that gardening helped them with sobriety. They said, “The garden is important to me because it gave me purpose.” The act of gardening allowed community members to shift their attention away from negative thoughts and focus on the present moment.UA presented a multitude of learning and teaching opportunities for people of all ages. Ground Education’s lessons throughout the LBUSD are one example that ties directly to the SDOH goal of increasing educational opportunities and helping children and adolescents succeed in school . In October 2023, I had the opportunity to assist third grade students with an herb-picking activity. A lively group of about 30 students walked from their classroom to the school garden. Since it was also Picture Day, the students wore their best clothing. In their suits and dresses, the third graders cheerfully ran up to the Garden Educator and greeted her with hugs. Once the students took a seat on the outdoor benches, the educator began the lesson with a mindfulness exercise. Students placed a hand on their heart and stomach, so they could feel their body move as they inhaled, held their breath, exhaled, and repeated. After the exercise, the energetic class of third graders appeared calmer. The educator asked the students to name plants that were herbs. Then, she discussed how herbs were used as medicine by native peoples, and how herbs are still used today in teas and topical treatments. The educator used a whiteboard with a diagram of the limbic system to teach students about the olfactory bulb. As the educator explained to students, the olfactory bulb in the brain perceives smells and sends signals to the body, which is why smelling different herbs can make people feel more focused, calm, or alert. After the lecture, I helped distribute sachets for the students to collect herbs. We walked from the main school garden to a “Secret Garden,” where the next part of the lesson would take place.Students explored the garden and collected calendula, lavender, mint, rosemary, vertical grow racks and thyme to add to their sachet. Though it was not part of the lesson plan, students also gathered yellow roses, nasturtium, and other flowers, and one student picked up a tiny lizard.
After returning to the benches for a closing discussion, students walked back to their classroom. However, the garden was not empty for long. Many returned during recess to water the plants, or simply enjoy the space while sitting, eating, and chatting with others. This lesson was unique because it focused on biology and the medicinal qualities of herbs. Other lessons I observed related to nutrition and tasting fruits and vegetables, connecting to the previous themes of “Improving Health.” Students also learned about food supply chains, the structure of plants, and using fractions to plant seeds in a garden bed evenly. School garden lessons are examples of organized educational curriculum at UA sites. A few sites offered youth education programs, such as LBO’s Gateway to Gardening program taught by a horticultural therapist. The Martin Luther King Jr. Peace Garden offered garden-based education classes. There were also informal opportunities for teaching and learning through hands-on experience. It is likely that students may share their garden experiences at home with their parents and siblings. Many adult gardeners and farmers had learned agricultural skills from their families. This is an example of familial capital, cultural knowledge nurtured among kin . A UA leader admitted that when they started, they “literally knew nothing about gardening” but now “[are] trying to learn as much as they can” while gardening with their family. During field visits, I saw that gardeners were often working together with children, parents, grandparents, and siblings. UA leaders recalled learning how to grow food with their family or a significant other. One UA leader, who had learned agricultural techniques from their mother, felt it was important for their children to learn that “the growing experience is normal and natural.” They believed that if “kids are more attuned to things growing and dying, and then going into the compost, and then creating life again, it makes the idea of death, less onerous.” For this interviewee and others, educating children was crucial for preserving UA skills and knowledge.UA leaders identified conflicts with landowners, lack of funding, engaging local community members, and language barriers as major challenges of maintaining gardens and farms. In addition to social capital, UA leaders exercised navigational capital, the skill of maneuvering through social institutions , to use land owned by the city or private owners. An interviewee said that ideally, this was a “win-win situation” because “[landowners] don’t have to take care of these odd properties and they save money and time, and [community members] get a garden.” However, there was often “red tape” obtaining permits from the city, which delayed UA leaders from starting construction. Even after UA sites were constructed, their operation was not guaranteed. The City of Long Beach could temporarily lease land to UA leaders, then choose to not renew the lease in the future. Private landowners had the power to reclaim their land or sell it to a buyer. An interviewee reflected, “We’re all on borrowed land.” UA leaders also felt the constant pressure to acquire funding through grants or fundraisers to keep their sites operational. Due to inadequate funding to hire full-time staff, UA leaders were tasked with “doing everything,” from fundraising and coordinating volunteers, to cleaning bathrooms and dealing with animal pests. Although UA sites generated income from produce sales, community garden memberships, donations, and grants, revenue was unpredictable. Oftentimes, UA sites were spearheaded by one main person, with either a few staff, volunteers, and/or interns. Ground Education was the exception to this, with a team of over 20 employees; however, the two co-founders worked for seven years without pay to grow their nonprofit organization. They gained financial support through the LBUSD, parent teacher associations, and Long Beach Gives, a citywide fundraiser. A common challenge that community garden leaders identified was “a lack of people who can consistently come and maintain the garden.” They would repeatedly contact gardeners who neglected their plots, despite policies requiring regular upkeep. Schools similarly struggled to maintain their gardens, which was why Ground Education was founded. Before they had the resources to construct new gardens, Ground Education cared for existing school gardens that were untended during the summer or completely abandoned.