Promoting acceptance of diverse appearances in primary school-aged children

Parnell, Jade

Abstract

Appearance-based stereotyping and stigma emerges in early childhood and can exist by the age of 4 years. Those who have a diverse appearance (e.g., higher weight, visible difference) are at increased risk of experiencing stigmatisation, resulting in negative outcomes such as poorer psychological adjustment and quality of life. In order to understand children’s acceptance of diverse appearances, Study 1 firstly investigated children’s attitudes and behaviours towards appearance diversities. In total, 396 children aged 4-10 years responded to various attitudinal and behavioural measures. The findings revealed children are less accepting towards those of higher weight and with a visible difference compared to children without an appearance diversity. The results highlight the need for promoting acceptance of appearance diversity in primary schools.

Children’s acceptance of those with a diverse appearance can be influenced by various social and ecological factors such as family, school, and the media. These factors can play a powerful role in the development of children’s attitudes and beliefs. To further understand children’s acceptance of diverse appearances, Study 2 assessed the impact of various social influencing factors (i.e., parents, the media, and familiarly). Additionally, as parents play a pivotal role in children’s development, parent’s own attitudes towards appearance diversities were assessed. Results found the media positively influenced children’s attitudes towards those with a physical disability. No other factors impacted children’s acceptance of appearance diversities. Parent’s own attitudes highlighted they are less accepting of a child in a wheelchair, with a facial burn and of higher weight compared to a child wearing glasses. Specifically, mothers with higher appearance investment displayed less accepting attitudes towards appearance diversities.

Schools provide ideal settings to promote acceptance of diverse appearances in children, as they are able to target a large number of children and reach them at an age before attitudes are firmly entrenched. Therefore, Study 3a qualitatively explored teachers’ experiences and perceptions of promoting appearance diversity by interviewing ten qualified primary school teachers. The findings revealed teachers often feel anxious about promoting acceptance of appearance diversity due to concerns, such as saying the wrong thing. The research outlines more support is needed for schools and teachers on this topic. Thus, a brief and free support guide was designed and developed for primary school educators in a bid to help promote conversations regarding appearance diversity and increase support for teachers on how to discuss appearance diversity. Study 3b assessed acceptability of the support guide, including user feedback from a total of 30 primary school educators using a person-based approach. Information gathered was implemented and a final support guide was developed and made available online.

This body of work employed a mixed-methods approach in order to fully explore the topic. The studies within this PhD added new knowledge regarding children’s attitudes towards diverse appearances and developed novel materials in a bid to increase understanding and promote acceptance of all diverse appearances in children.

Citation

Parnell, J. Promoting acceptance of diverse appearances in primary school-aged children. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/7516984

• Thesis Type: Thesis
• Deposit Date: Jul 9, 2021
• Publicly Available Date: Sep 30, 2021
• Public URL: https://uwe-repository.worktribe.com/output/7516984
• Award Date: Sep 30, 2021