Carmi Orenstein, MPH¹, Valerie Machinist, MS, RD¹, Carol M. Devine, PhD, RD², Clifford Scherer, PhD³, and Bruce Lewenstein, PhD³. (1) Cornell University Program on Breast Cancer and Environmental Risk Factors, Cornell University, Department of Clinical Sciences, Box 31, College of Veterinary Medicine, Ithaca, NY 14853, 607 254-2893, cso1@cornell.edu, (2) Division of Nutritional Sciences, Cornell University, Martha Van Rensselaer Hall, Ithaca, NY 14853-4401, (3) Department of Communication, Cornell University, 307 Kennedy Hall, Cornell University, Ithaca, NY 14853

Teachers have been identified as an occupational group with elevated mortality and incidence for breast and other cancers. Ongoing epidemiological research seeks to understand the extent to which known or suspected risk factors for breast cancer differentially affect teachers. To make best use of this information in planning health and risk communication interventions, greater understanding is also needed about the knowledge and perceptions of teachers about breast cancer risk. An understanding is needed of what, if any, relevant information teachers receive, from where they receive it, and how they understand this information, as well as the role of social networks in processing this information. To gain this understanding, a three-year sequential mixed methods exploratory study was designed in partnership with the National Education Association. We will report on the first year’s results, addressing the social construction of cancer and environmental risk factors by teachers and educational support professionals. Results yield from eight focus groups conducted in four New York State school districts, two characterized as rural periphery, and two as rural/urban. The results of this study will be useful to public health researchers and practitioners interested in understanding the role of the occupational environment in risk communications.

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