John A. Hunter

Implicit anti-fat bias in physical educators: physical attributes, ideology and socialization

Objective:To investigate the implicit and explicit prejudice of physical education (PE) students before, and following extensive professional training, and to examine the relationship of anti-fat prejudice to relevant psychosocial predictors.Design:Implicit and explicit anti-fat prejudice of year one and three PE students (cross-sectional sample) were assessed and compared to a similarly matched (age, body mass index (BMI), education) sample of psychology students.Subjects:Three hundred and forty-four university students, 180 PE students, 164 psychology students (67% female, mean age 20 years, BMI: mean 23.18 kg/m2).Measurements:Measures of implicit and explicit anti-fat prejudice were administered to PE and psychology students in either their second week, or near completion of their third year, of university study. Physical identity, body esteem and social dominance orientation (SDO) were assessed in order to establish their relationship with anti-fat bias.Results:PE students displayed higher levels of implicit anti-fat bias than psychology students, and other health professionals. Additionally, year three PE students displayed higher levels of implicit anti-fat attitudes than year one PE students. The higher implicit anti-fat biases exhibited by year three PE students were associated with SDO, and lower body esteem.Conclusion:Physical educators, and particularly those more socialized in the PE environment, display strong negative prejudice toward obese individuals that is greater than that displayed by other groups. These prejudices appear to be supported by an over-investment in physical attributes, and ideological beliefs.

Reducing anti-fat prejudice in preservice health students: a randomized trial.

Anti‐fat sentiment is increasing, is prevalent in health professionals, and has health and social consequences. There is no evidence for effective obesity prejudice reduction techniques in health professionals. The present experiment sought to reduce implicit and explicit anti‐fat prejudice in preservice health students. Health promotion/public health bachelor degree program students (n = 159) were randomized to one of three tutorial conditions. One condition presented an obesity curriculum on the controllable reasons for obesity (i.e., diet/exercise). A prejudice reduction condition presented evidence on the uncontrollable reasons for obesity (i.e., genes/environment); whereas a neutral (control) curriculum focused on alcohol use in young people. Measures of implicit and explicit anti‐fat prejudice, beliefs about obese people, and dieting, were taken at baseline and postintervention. Repeated measures analyses showed decreases in two forms of implicit anti‐fat prejudice (decreases of 27 and 12%) in the genes/environment condition relative to other conditions. The diet/exercise condition showed a 27% increase in one measure of implicit anti‐fat prejudice. Reductions in explicit anti‐fat prejudice were also seen in the genes/environment condition (P = 0.006). No significant changes in beliefs about obese people or dieting control beliefs were found across conditions. The present results show that anti‐fat prejudice can be reduced or exacerbated depending on the causal information provided about obesity. The present results have implications for the training of health professionals, especially given their widespread negativity toward overweight and obesity.

Do Antifat Attitudes Predict Antifat Behaviors

Objective: The aim of this study was to investigate discrimination against obese job candidates, and to examine whether widely used measures of implicit and explicit antifat attitudes are related to or predict antifat discrimination.

Social identity and intergroup evaluative bias: Realistic categories and domain specific self-esteem in a conflict setting

Social identity theory predicts a link between self-esteem and intergroup discrimination. Previous research has failed to find consistent support for this prediction. Much of this research has, however, been beset by a number of methodological shortcomings. These shortcomings may have hindered attempts to discern a consistent relationship between self-esteem and intergroup discrimination. The current investigation sought to overcome these difficulties by utilizing, realistic groups, multidimensional measures of self-esteem and testing self-esteem before and after the manifestation of intergroup evaluative bias. The results demonstrate that when the members of realistic groups engage in evaluative intergroup bias, the esteem in which they hold specific self-images is enhanced. Of the 13 facets of self-esteem delineated by the instrument used in the present study significant increases were found in six particular domains: honesty, academic ability, verbal ability, physical appearance, religion and parental relations. Global self-esteem was unaffected by the display of bias. These findings emphasize the importance of using realistic groups and domain specific self-esteem when attempting to assess the role of self-esteem in intergroup discrimination.

Threats to group value, domain-specific self-esteem and intergroup discrimination amongst minimal and national groups

The research reported in this investigation sought to examine the self-esteem hypothesis (SEH) using measures of domain-specific and public collective self-esteem (CSE). Two studies were conducted. Each tested both propositions of the SEH. The first study revealed that minimal group members (a) experienced an increase in that domain of self-esteem judged to be relatively more important to the in-group, following the display of in-group favouritism and (b) that minimal group members with low public CSE (and who thus believed that the in-group was negatively evaluated by the out-group) showed enhanced levels of in-group favouritism. The second study, which utilized the members of real social categories (i.e. New Zealanders and Australians) and negative outcome allocations (i.e. white noise) revealed identical findings. The theoretical implications of these results are discussed.

Enhancing Resilience in Youth through a 10-Day Developmental Voyage.

The present study sought to examine the potential for resilience to be enhanced in a group of youth participating in a developmental voyage, and to identify the factors that contribute to increased resilience following the voyage. Two studies are reported. Study 1 revealed that voyage participants experienced increased resilience over the course of the voyage. Study 2 sought to replicate and extend these findings by assessing the extent to which increased resilience was maintained five months following the voyage and was associated with other psychosocial variables (i.e. self-esteem, social effectiveness, self-efficacy, belonging, social support and perceived weather). The findings revealed that increased resilience was maintained five months following the voyage. A regression revealed that the predictors explained 37% of the variance in increased resilience. Increased social effectiveness, self-efficacy and less positive perceptions of the weather were the only variables to make unique contributions.

Social identity, self-evaluation and in-group bias: the relative importance of particular domains of self-esteem to the in-group.

This investigation sought to assess the link between in-group bias and domain-specific self-esteem. Two experiments were carried out. Experiment 1 revealed that social category members (i.e. Christians), manifested an increase in that domain of self-esteem judged to be relatively more important to the in-group (i.e. physical self-esteem), following the display of in-group bias. A second experiment which sought to examine an alternative explanation for these findings, in terms of enhanced social identity salience, produced identical findings. Domains of self-esteem relatively less important to the in-group (i.e. mathematical self-esteem) were unaffected in each experiment. Consistent with recent revisions to the second corollary of the self-esteem hypothesis, Experiment 2 further revealed that category members with low public collective self-esteem (who believed that Christians were evaluated negatively by Atheists) showed more pronounced in-group bias.

Parental and School Effects on Children's Political Attitudes in Northern Ireland.

BACKGROUND Recent research has suggested that intergroup contacts with out-group members can both reduce prejudice and is associated with attitude change. AIM This study extends prior work in Northern Ireland to examine parental and schooling effects on childrens attitudes in a post-conflict environment. SAMPLE A large-scale cross-sectional survey of secondary schoolchildren (N=1,732) and their parents (N=800) in Northern Ireland assessed the effects of in-school and out-of-school intergroup contacts on intergroup attitudes. METHOD Multivariate analysis of variance was employed to examine associations between childrens political attitudes and parental, group membership, school, and contact variables. CONCLUSIONS The results suggest that parental attitudes, group membership, and cross-group contacts explain the majority of variance (58%) in childrens political attitudes. The findings provide a comprehensive account of the factors that influence childrens political attitudes within a deeply divided society and offer teachers and educationalists a way to improve community relations in a segregated society.

Self-Esteem and In-Group Bias Among Members of a Religious Social Category

Abstract In a sample of New Zealand university students, the author extended earlier research into the relationship between self-esteem and intergroup discrimination. He found no support for the hypothesis that social-category members (i.e., Christians) experience an elevation in the domain of self-esteem (i.e., religious self-esteem) judged as more relevant to the in-group after evaluations favoring the in-group. Regardless of whether the evaluation targets behaved positively or negatively, the respondents in the experimental condition evaluated in-group (Christian) targets more highly than out-group (Atheist) targets. After evaluations favoring the in-group, the respondents did not experience an elevation of religious self-esteem, global self-esteem, or mathematical self-esteem (judged as less relevant to the in-group).

Increased self-efficacy following a ten-day developmental voyage

Click on the link to view the letter. Journal of Child and Adolescent Mental Health 2010, 22(1): 63–65