Changes in anti-fat weight bias in women after exposure to thin and plus-sized models

We examined whether exposing women to female models with different body sizes lead to changes in weight-based attitudes and whether evaluation focus altered the effects. Female college students (N = 214) were exposed to 22 images of either thin or overweight models. Participants rated models on either appearance or non-appearance characteristics and completed measures of anti-fat attitudes, thin ideal internalization, and demographics. Participants rated thin and overweight models equally attractive and sexy. Viewing overweight models showed a significant reduction in anti-fat attitudes. There were no effects for thin models or evaluation ratings. Discussion focuses on the implications of positive images of overweight individuals on social attitudes.     

Challenging Stereotypes Surrounding Disability and Promoting Anti‐oppressive Practice: Some Reflections on Teaching Social Work Students in Northern Ireland

Relatively high levels of dependency on disability benefits in Northern Ireland has led to widespread assumptions within this society that fraud and abuse are rife within the social security system. Consequently, many of those in receipt of disability benefits are stereotyped as dishonest, malingerers and scroungers. This stereotyping is damaging to all disabled people and undermines the security that the welfare system is supposed to provide. Social workers are obliged to work within an anti‐oppressive framework, addressing issues of oppression and discrimination. It is therefore imperative that strategies and techniques, which raise their awareness of these issues, are developed. This article describes a teaching strategy that was introduced in the first year of a social work degree programme, to enable students to recognise and reflect upon cultural stereotypes, and comments on its effectiveness.     

‘And what comes out may be a kind of screeching’: The stylisation of chavspeak in contemporary Britain

This paper discusses stylisations of chavspeak, the supposed language of the chav, a recently emergent and explicitly stereotyped figure that has been implicated in ‘the demonization of the working class’ ( Jones 2011 ). It argues that stylisations of chavspeak draw on a number of well‐established stereotypes of non‐standard Englishes in the British Isles, such that, rather than working as a representation of actual sociolinguistic innovation, chavspeak stylisations can primarily be seen as combinations of well‐recognised stereotypes. The suggestion is made that, in terms of providing a representation of variation at the first order of indexicality, the enregisterment of chavspeak is highly fragmented – a form from here and a form from there – but in terms of ideological force – intensifying sociolinguistic class stereotypes in accordance with the more general stereotype of the chav– there is a coherence. The intended humour of the stylisations is discussed as a feature that reinforces this ideological force, and the inclusion of stereotyped features of black Englishes is discussed as a possible emergent tendency in language ideologies in the British Isles.     

Teachers' and School Children's Stereotypic Perception of the Child of Divorce: 20 Years Later

ABSTRACT

This is a replica of a study carried out in 1988. Its main objective is to reexamine after 20 years how teachers' and 8th-grade students' evaluations of a child's academic, social, and emotional functioning are affected by the knowledge that the child's parents are divorced. One hundred and twenty junior high school students and 115 female teachers watched a specially produced film of a child engaged in various activities. The child's gender and family structure were experimentally manipulated. The main results show that whereas in the earlier study both teachers and the students rated the child of divorce more negatively than the child of an intact family, in this study this was true only for the teachers. These and other results are discussed in the context of cultural attitudes, the more extensive contact teachers have with children of divorce, and the risk that they and their students become trapped in the Pygmalion cycle.     

是个性化还是样板化？——谈当前高校油画教学中个性化培养的误区

个性化培养是艺术教育的重要内容之一.当前,高校油画教学存在着一些个性化培养的误区.文章从对应式的油画技法教学与个性化培养、配对式的名家风格模仿与个性化培养、拼盘式的视觉图式剪贴与个性化培养、油画导师工作室制与个性化培养等四个方面进行了客观的分析,并指出个性化培养应当警惕出现风格的样板化倾向.