Pre-service teachers’ implicit and explicit attitudes toward obesity influence their judgments of students

Glock, Sabine; Beverborg, Arnoud Oude Groote; Müller, Barbara

doi:10.1007/s11218-015-9315-9

Cited by 21 publications

(10 citation statements)

References 69 publications

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“…It might be that our participants simply do not hold negative stereotypical expectations towards overweight students. Research has shown that a positivity bias towards thinness is more likely responsible for often found anti-obesity biases (Glock et al 2016;Roddy et al 2010). However, if this explanation holds, we should have found more favourable academic judgments of normal-weight students.…”

Section: Discussionmentioning

confidence: 57%

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Pre-service teachers’ academic judgments of overweight students

2017

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Overweight children in schools can become victims of stereotyping and discrimination from both peers and teachers. Research on stereotypical expectations and impression and judgment formation has suggested that teachers might rely on their negative stereotypical expectations when judging students. In the present study, we experimentally investigated whether pre-service academic subject teachers' judgments about students were biased through stereotypical expectations about students' weights. Pre-service teachers were presented with a case report of an overweight-and a normal-weight student, and judged their academic performance and social skills. Results demonstrated that the overweight student was judged as performing better compared to his normal-weight counterpart academically while perceived social skills did not differ. Response latencies suggest that these findings relate to pre-service teachers' positive stereotypical beliefs about overweight students. These findings inspire to further investigate this surprising positivity bias and develop trainings for pre-service students to overcome other stereotypical expectations, which should ideally lead to evaluations based solely on actual academic performance and not stereotypical expectations, whether they are positive or negative.

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Section: Discussionmentioning

confidence: 57%

“…Such high intrinsic motivation to control stereotypical thinking has already been observed among preservice teachers (Glock et al 2016). Intrinsic motivation to suppress stereotypes leads to chronic stereotype suppression and faster responses to stereotype inconsistent information (Wyer et al 2000).…”

Section: Discussionmentioning

confidence: 72%

Pre-service teachers’ academic judgments of overweight students

2017

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“…Previous researchers have documented that fashion design and merchandising students (Christel, 2014; Rudd, Harmon, Heiss, & Buckworth, 2015) hold antifat attitudes and negative stereotypes similar to those in the general population (Puhl & Heuer, 2009). Moreover, like other future professionals (e.g., preservice teachers, premed students; Glock, Beverborg, & Müller, 2016; Phelan et al, 2015), fashion and merchandising students’ beliefs toward individuals with large bodies (Christel, 2014; Rudd et al, 2015) are quite negative, which may contribute to the segregation and misrepresentation of plus-size apparel. Christel (2016) suspects that weight bias is an underlying mechanism for decision-making in the fashion industry as many designers and merchandisers harbor negative stereotypes toward obese individuals, finding them unattractive and inferior to thinner bodies.…”

Section: Discussionmentioning

confidence: 99%

“Fat People Exercise Too!”: Perceptions and Realities of Shopping for Women’s Plus-Size Exercise Apparel

Greenleaf

Hauff

Klos

et al. 2019

Clothing and Textiles Research Journal

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Women, regardless of size, should have access to functional, fashionable, and affordable exercise apparel. Grounded in Lamb and Kallal’s Functional, Expressive, and Aesthetic Consumer Needs Model, we explored (a) women’s perceptions of plus-size exercise apparel and shopping experiences and (b) plus-size exercise apparel at online retailers. In Study 1, women reported their shopping behaviors, satisfaction, affect, and feedback for designer and retailers. In Study 2, availability, cost, and color variety of plus-size exercise T-shirts were documented at online retailers. Images of product models and sizing chart variations were examined. Women were generally dissatisfied with apparel-related functionality, fashionability, and cost. Plus-size exercise T-shirts at online retailers were limited in color variety and size availability and cost more than straight-size apparel. Unrealistic models and wide sizing variations appear problematic. Advocacy and action are needed to provide women with larger bodies’ equitable access to functional, expressive, aesthetic, and affordable exercise apparel.

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“…Attitudes have been shown to be negative among physical education teachers (Fontana et al, 2013;Greenleaf & Weiller, 2005;Lau et al, 2018;Lynagh et al, 2015;O'Brien et al, 2007) and even among teachers in academic subjects (Lau et al, 2018;Lynagh et al, 2015). Negative attitudes were found to predict judgments of overweight students' language proficiency and intelligence, as preservice teachers with more negative attitudes were found to make more negative judgments of overweight students on these dimensions (Glock et al, 2016).…”

Section: Stereotypes Of Overweight Individualsmentioning

confidence: 99%

Stereotypes about overweight students and their impact on grading among physical education teachers

Glock

Schuchart

2021

Soc Psychol Educ

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A student’s weight is a particularly important characteristic in physical education. Research has shown that physical education teachers and people working in this area are particularly likely to hold strong negative implicit biases toward overweight students and that these students tend to earn lower grades in physical education. Stereotypes of overweight people might color teachers’ judgments of these students. In this study, we experimentally investigated whether overweight students received lower grades from physical education teachers on an exercise than normal weight students. We presented a verbal description of an exercise and asked teachers to grade a student’s performance and to judge the student’s social and working behaviors. Teachers gave lower grades to the overweight student, and regression analyses showed that their stereotypical beliefs predicted their judgments. Teachers’ motivation to control prejudice had no relation to their judgments. Nonetheless, our results showed that the same performance was graded worse only because the student was overweight.

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Pre-service teachers’ implicit and explicit attitudes toward obesity influence their judgments of students

Cited by 21 publications

References 69 publications

Pre-service teachers’ academic judgments of overweight students

Pre-service teachers’ academic judgments of overweight students

“Fat People Exercise Too!”: Perceptions and Realities of Shopping for Women’s Plus-Size Exercise Apparel

Stereotypes about overweight students and their impact on grading among physical education teachers

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