Biological Requirements or Social Expectations? Entanglements of Sex and Gender in Nutrition Policies in Ontario Secondary Schools

Autor/in	Gray, Sarah
Titel	Biological Requirements or Social Expectations? Entanglements of Sex and Gender in Nutrition Policies in Ontario Secondary Schools
Quelle	In: Health Education Journal, 80 (2021) 7, S.773-784 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gray, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969211011208
Schlagwörter	Foreign Countries; Nutrition; Gender Differences; Social Influences; Eating Habits; Food; Suburban Schools; Health Behavior; School Policy; Student Behavior; Peer Influence; Biology; Human Body; High School Students; Educational Policy; Student Attitudes; Costs; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Ernährung; Geschlechterkonflikt; Sozialer Einfluss; Ernährungsgewohnheit; Essgewohnheit; Lebensmittel; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Health behaviour; Gesundheitsverhalten; Schulpolitik; Student behaviour; Schülerverhalten; Biologie; Menschlicher Körper; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Cost; Kosten
Abstract	Objectives: An increasing number of nutrition policies have been implemented in Ontario schools as part of a concerted effort to address students' well-being. This article explores understandings of biological differences in nutrition requirements between young men and women and the extent to which these differences are (re)produced in social eating behaviours and food pedagogies. Setting: A suburban school (grades 9-12) located in the Greater Toronto-Hamilton Area in Ontario, Canada. Method: Critical policy analysis combined with 13 focus groups of students (13-18 years old) in one Ontario school. A biopedagogical lens was used to analyse how young people develop and deploy their own reasoning and question the messages they receive about expected behaviour. Results: Focus group discussions suggest that dominant discourses and constructions about sex/gender are reproduced within the school environment, which has implications for the effectiveness of nutrition policies in schools. Furthermore, differences between young men and women's eating behaviours were found to be contradictory to biopedagogical instructions from educational institutions and governmental agencies. For some young people, the pedagogical messages received are limited in their effectiveness because young people have not been convinced that it is worth risking their social status or because their content is contrary to messages received from media or their peers. Conclusion: Incorporating student voice in the creation of educational policy will assist health educators and school officials to understand sex/gender influences on the behaviour of students in terms of financial considerations, peer influence and social image. Optimising student voice to understand how they themselves may contribute to the implementation of policies will in turn increase the policies' effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01