Expanding Notions of Equity: Body Diversity and Social Justice

Autor/in	Campbell, Stephanie McCullough
Titel	Expanding Notions of Equity: Body Diversity and Social Justice
Quelle	In: Psychology in the Schools, 59 (2022) 12, S.2387-2404 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Stephanie McCullough)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22586
Schlagwörter	Human Body; Body Weight; Social Bias; Body Composition; School Psychology; Social Justice; Power Structure; Well Being; Mental Health; Incidence; Educational Environment; Interdisciplinary Approach; Peer Acceptance; Health Services + Suchen Sie Ihr Suchwort? Menschlicher Körper; Körpergewicht; Schulpsychologie; Soziale Gerechtigkeit; Well-being; Wellness; Wohlbefinden; Psychohygiene; Vorkommen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Health service; Gesundheitsdienst; Gesundheitswesen
Abstract	Despite their negative effects on the emotional, physical, and social wellbeing of students, weight stigma and anti-fat attitudes are rarely systematically addressed in schools or within school psychology. Weight-based oppression is regarded differently than other domains of prejudice. Therefore, implicit and explicit bias continue unimpeded, even when practitioners are attentive to other areas of social injustice. Mental health providers serving schools must acknowledge the prevalence of weight stigma and fatphobia to reduce their deleterious and oppressive effects. This conceptual paper outlines the underpinnings of weight stigma, overviews the necessity of addressing it and body image in educational settings, incorporates interdisciplinary perspectives, and proposes a justice-oriented shift in the conceptualization of weight status within school psychological service delivery. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01