Fat Is All My Fault: Globalized Metathemes of Body Self‐blame

Trainer, Sarah; SturtzSreetharan, Cindi; Wutich, Amber; Brewis, Alexandra; Hardin, Jessica

doi:10.1111/maq.12687

Cited by 6 publications

(3 citation statements)

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“…The in-depth interviews of this study have enhanced the understanding of participants’ perspectives and experiences ( Maier et al, 2004 ). Moreover, the metatheme analysis has provided valuable insights into the complexities of TSR across cultural sites ( Wutich et al, 2021 ; Trainer et al, 2022 ). However, it is crucial to acknowledge the diversity of cultural values within the countries studied.…”

Section: Discussionmentioning

confidence: 99%

“…To identify the cultural universality and specificity of TSR, coders followed the metatheme analysis presented in Figure 1 , which draws upon established procedures for thematic analysis adapted for cross-cultural ethnography and qualitative research ( Wutich et al, 2021 ). For instance, Trainer et al (2022) applied metatheme analysis to explore themes related to blame and feelings of responsibility concerning weight and “fat” across four cultural groups. This approach combined two steps, enabling us to discover site-specific themes (i.e., themes that teachers mentioned within a specific country), sub-metathemes (i.e., themes that cut across at least two countries), and metathemes (i.e., broader themes based on the sub-metathemes).…”

Section: Analysesmentioning

confidence: 99%

“…For example, in the Dutch-speaking group, one teacher used the phrase “Maar het is niet dat ze aan mij hangen” (literally, “But it is not the case that they hang on my leg”) to describe the intensity of the child’s affectionate behavior toward the teacher. Next, to compare and merge metathemes related to the conceptualization and manifestation of TSR (including closeness, conflict, dependency, and potential other dimensions), the coders conducted a collaborative sorting activity ( Wutich et al, 2021 ; Trainer et al, 2022 ). Within each country, the coders identified common or specific themes across the lists of themes and transcripts from all groups.…”

Section: Analysesmentioning

confidence: 99%

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Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers

Xu,

Huizinga,

De Luca

et al. 2023

Front. Psychol.

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Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students’ cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education.

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Section: Discussionmentioning

confidence: 99%

Section: Analysesmentioning

confidence: 99%