NEDIC Conference Journal 2018

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[9] Senne, J. (2016). Examination of gender equity and female participation in sport. The Sport Journal, 19, 1-10. [10] Tolman, D. L. (2002). Dilemmas of desire: Teenage girls talk about sexuality. Cambridge, MA: Harvard University Press. [11] Armstrong, E.A., Hamilton, L.T., Armstrong, E.T., & Seeley, J.L. (2014). “Good girls”: Gender, social class, and slut discourse on campus. Social Psychology Quarterly, 77, 100-122. [12] Murnen, S.K., & Smolak, L. (2012). Social considerations related to adolescent girls’ sexual empowerment: A response to Lamb and Peterson. Sex Roles, 66, 725-735. [23] “Who is poor?” (2016). Institute for Research on Poverty: University of Wisconsin-Madison.Retrieved from: http://www.irp.wisc.edu/faqs/faq3.htm [24] Bucchianeri, M.M., Eisenberg, M.E., Wall, M.M., Piran, N., Neumark-Sztainer, D. (2014). Multiple Types of Harassment: Associations with Emotional Well-being and Unhealthy Behaviors in Adolescents. Journal of Adolescent Health. 54, 724-729. [25] Buchanan, N. T., & Ormerod, A. J. (2002). Racialized sexual harassment in the lives of African American women. Women & Therapy, 25, 107-124. [13] Burns, A., Futch, V. A., & Tolman, D. L. (2011). “It’s like doing homework”: Academic achievement discourse in adolescent girls’ fellatio narratives. Sexuality Research & Social Policy: A Journal of the NSRC, 8(3), 239-251. [14] Gavey, N. (2012). Beyond “empowerment”? Sexuality in a sexist world. Sex Roles, 66, 718-724. [15] Bruening, M., MacLehose, R., Loth, K., Story, M., Neumark-Sztainer, D. (2012). Feeding a Family in a Recession: Food Insecurity Among Minnesota Parents. American Journal of Public Health, 102, 520–526. [16] Stice, E. (2002). Risk and maintenance factors for eating pathology: A meta-analytic review. Psychological Bulletin, 128, 825-848. [17] Calogero, R.M. (2004). A test of objectification theory: Effect of the male gaze on appearance concerns in college women. Psychology of Women Quarterly, 28, 16-21. [18] Fredrickson, B. L., & Roberts, T. (1997). Objectification Theory: Toward understanding women’s lived experiences and mental health risks. Psychology of Women Quarterly, 21,173–206. [19] McKinley, N. M., & Hyde, J. S. (1996). The objectified body consciousness scale: Development and validation. Psychology of Women Quarterly, 20, 181–215. [20] Tiggemann, M., & Williams, E. (2012). The role of selfobjectification in disordered eating, depressed mood, and sexual functioning among women: A comprehensive test of objectification theory. Psychology of Women Quarterly, 36, 66-75. [21] Hill Collins, P. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York, NY: Routledge. [22] “The simple truth about the gender gap pay.” (2016). American Association of University Women. Retrieved from: http://www.aauw.org/files/2016/02/SimpleTruth_Spring2 016.pdf 10
Booty Shorts and Sexting: A Social Justice Approach to Body Image and Self-Esteem Dr. Angela Grace, Registered Psychologist Heart Centered Counselling, Calgary, AB dr.angela.grace@gmail.com Abstract This paper provides parents, educators, and health care professionals with an overview of how a social justice approach can inform ways to address school issues associated with body image and selfesteem. I present two case studies from my Ph.D. research that focus on healthy body image and diversity acceptance in schools to emphasize (1) the importance of listening to marginalized voices; (2) how a social justice framework can be used to identify social justice issues and barriers to a social justice approach; and (3) how an action plan addresses issues of social justice and helps to engage in advocacy efforts. 1. Introduction Social justice begins with a niggling feeling that something is ‘not quite right’. In the world of body image and self-esteem, there are many bothersome issues that require deeper consideration, such as the policing of appearance and in school clothing policies, food shaming in schools, hypersexulization of girls in media, and fear mongering about children’s weight. These issues are clearly bothersome, yet parents, educators, and health care professionals report feeling powerless to create effective change. The increasing awareness of contradictory and biased messages and practices regarding bodies is a call for social justice. Social justice examines deeper societal issues of power, gender, and equality, along with voice and silencing. It is my hope to provide parents, educators, and health care professionals with a social justice framework that gives them the confidence to effectively address issues of social justice in relation to body image and self-esteem. This paper begins with two case studies about mandatory athletic clothing (booty shorts) and sexting in junior high school [1]. An overview of social justice and its link to body image and selfesteem is provided. I introduce a social justice framework that emerged from my research that is aimed at (a) highlighting the importance of listening to marginalized voices, (b) identifying social justice issues and (c) creating a plan to address the issues and engage in advocacy efforts. Finally, barriers to social justice, such as avoidance, silencing, and gatekeeping are discussed. 2. Case studies The following two case studies are from my Ph.D. research in a non-public school for Grades K-12 in Alberta, Canada (see Bardick, 2015 for a complete description of the school and research environment). Imagine these scenarios: 1. A group of Junior High girls complain about having to wear “booty shorts” (very short, revealing shorts) as part of their volleyball uniform, when the boys could wear comfortable shorts. When the concern was brought forth to administration, their response was “that’s what the Olympic team wears, so that’s what the Junior High girls will wear.” A number of girls quit the team. 2. A group of Junior High girls complain that a number of Junior High boys are “sexting” them (i.e., asking them for topless pictures of themselves). In response to their concerns, a female teacher organizes a noon-hour “Girls Club” where the girls can talk about their feelings. When I asked administration, “Who is talking to the boys?”, their response was, “We don’t want to raise any prickly issues with the parents, so no one.” Further, administration responded that they believed these were developmental issues that were outside of the educational experience, and students should be dealing with it themselves. Although these case studies focus on the experiences of Junior High students, they provide a foundation for examining how a social justice perspective can be utilized to identify and address 11
Page 2 and 3: ISSN 2562-1513 Key title: The Journ
Page 4 and 5: Acceptance, Equity and Awareness: I
Page 6 and 7: Table of Contents Nine Truths about
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Page 12 and 13: Privilege and the Body: The role of
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Page 22 and 23: 7. Acknowledgements Thank you to Dr
Page 24 and 25: Navigating Differences Within Eatin
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Page 30 and 31: [37] Roosen, K. (2009). From traged
Page 32 and 33: y dominant views about weight and h
Page 34 and 35: For reflection: What would a bod
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Page 38 and 39: Adolescent girls use power tools: A
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Page 42 and 43: own skins. The girls were also very
Page 44 and 45: Learning about Real: Critical Media
Page 46 and 47: views. Teachers who are leaders of
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