SOTL Research Project

SOTL Final Research Project

Student Ownership and Application of Body Image Knowledge

Renee D. Howarton, Ph.D.

Project Summary

The intent of this research project was to explore how a studentís knowledge base of body image issues could be enhanced and he/she be influenced to take ownership of information and apply it to his/her personal life long after the course had ended. During the spring semester 2005, a variety of teaching and evaluation methods were used to encourage a deeper learning in students. The various methods included videos produced by leading body image experts, a hands-on student assignment involving the creation and demonstration of music CDs, teacher-driven PowerPoint lectures, group discussion time, a written reflection paper, and pre-and-post questionnaires. Results from the project suggest that students expanded their knowledge base, became more confident in their understanding of larger societal issues linked with body image topics, and definitely plan to apply the information to both their personal lives as well as their future childrenís lives.

Research Questions:

1. What prior knowledge of body image issues do students enrolled in BURTL-417 Social Psychological Aspects of Clothing course possess that will influence their receptiveness to the existing course content?

2. Which teaching methods will students identify as being most effective in expanding their current understanding of body image issues?

3. Which specific subject matter will most meaningfully impact students and result in the synthesizing, personalizing, and applying of course content to their own lives?

Course Context

America is obsessed with idealized beauty, extreme sexual objectification of females, and eating disorders. Due to the pervasive nature of media, Americans experience 250 to 3000 advertising messages per day and many scholars believe that this advertising deluge directly impacts how they think about and react to body image issues.

No where is mediaís impact more evident than in the college classroom. While everyoneís concept of body image is influenced by many factors, retail and apparel design/manufacturing students appear to be particularly impacted by advertising. Since most of these students have desired to be in the fashion industry for years, asking them to critically think about these issues threatens long-held personal ideology and career choices. Consequently, while many verbalize a genuine concern for females who are sexually objectified or violated, acceptance of the advertising industryís use of this imagery also appears to be equally real and sincere.

Meaningful questioning of mediaís role in perpetuating distorted body image messages requires the ability to connect media images with larger societal issues such as violence against women. Making these connections requires knowledge, an inquiring mind, and personal flexibility.

The BURTL-417 Social Psychological Aspects of Clothing was selected for this research project due to the seriousness of the course content, its potential application to long-term quality of life issues, and the instructorís desire to more meaningfully impact student learning in the classroom. Of all of the teaching methods tried this semester, watching body image videos and creating the student music CDs appeared to be the most effective in producing a thought-provoking educational environment and a life-changing experience.

Key Learning Activity

A variety of teaching and evaluation methods were used to encourage a deeper learning in students including videos produced by leading body image experts, a hands-on student assignment involving the creation and demonstration of music CDs, teacher-produced PowerPoint lectures, group discussion time, a written reflection paper, and pre-and-post body image questionnaires. Relative to these different methods, watching body image videos and creating the student music CDs appeared to be the most effective means for achieving desired learning goals and satisfactorily answering the research questions.

Key Findings and Evidence of Student Learning

Research Question #1

v A questionnaire (exempted by IRB) was distributed to students enrolled in BURTL 417 during spring 2005. Only majority responses or responses that effectively compared different viewpoints are reported in this paper.

N=33 students

Multiple answers were acceptable for

certain questions

The questionnaire sought the following information.

Appendix I: Questionnaire

… Students rated their personal level of body image knowledge.

(Knowledge possessed prior to taking the course)

20 Somewhat knowledgeable

8 Not knowledgeable, but aware of personal

body image

… How students felt about their personal body image.

19 Felt somewhat positive

6 Felt somewhat negative

… Resources that have been most helpful in providing students with meaningful body image information.

31 Peers/friends (same sex or opposite sex)

27 Books, magazines or educational videos

17 Popular movies

16 Parents

… How this particular information impacted studentsí lives.

24 Parents Very or Somewhat Positively

25 Peers Very or Somewhat Positively

15 College Somewhat Positively

19 Books, mags, or videos Somewhat Negatively

16 Popular movies Somewhat Negatively

… How concerned students were about body image topics such as eating disorders, self-esteem issues, and/or mediaís objectification of females and males.

27 Very concerned to somewhat concerned

… What students have previously done to apply body image knowledge they possess.

26 Talked with family members or friends

… Amount of effort students have taken in the past 3 years to stay current with body image topics.

CE = Considerable Effort

OE = Occasional Effort

29 Read consumer mags or books CE or OE

29 Talked with friends CE or OE

16 Listened to TV or radio talk shows OE

Research Findings

Finding #1 ñ These results support the fact that the development of an individualís body image is influenced by many factors including parents, peers, media and societal events. This increases the complexity of the topic, making it more challenging to teach.

Finding #2 ñ Most of the students felt that they were at least somewhat knowledgeable about body image topics and aware of their own body image issues. This finding reinforces the fact that students are not blank slates waiting to absorb knowledge. Instead, they bring assumptions and a knowledge base that creates a lens through which they interpret body image information presented in the course. This background knowledge can cause them to be open to learning more or close-minded to the course content.

Finding #3 ñ Students were able to effectively identify which sources had impacted the development of their personal body image and whether that influence had been positive or negative. An understanding of this influence was helpful in answering the second research question. This finding demonstrated that students could probably discern which teaching methods were most effective in increasing their base of body image knowledge.

Finding #4 ñ Since students answering this questionnaire are enrolled in the retail major, results suggest that many of them had already made a basic mental connection between the role of media and its influence on eating disorders or mediaís significance in the fashion industry, etc. Their responses indicate that they have previously attempted to expand their personal knowledge of body image topics. Understanding this helped the instructor in preparing and presenting information at a level that complimented and enhanced the studentsí base knowledge.

Research Question #2

2. Which teaching methods will students identify as being most effective in expanding their current understanding of body image issues?

v A variety of teaching methods were used including:

… Videos

… Instructor-created Power Points presentations

… Group discussions

… Student-created body image music CDs

v Students analyzed what they had learned from the researching, development and presentation of the body image music CDs.

Research Findings

The following question was asked in the pre-body image questionnaire.

How do students best learn any topic, not just body image issues?

25 Watching videos

19 Engaging in group discussions

19 Participating in hands-on individual or group projects

Finding #1 ñ Students identified which teaching methods were most effective in promoting personal learning relative to any subject matter, not just body image information. The largest number of students felt that watching videos was the best way for them to learn. The second most meaningful learning practices were group discussion and participation in hands-on projects. This finding was particularly interesting since UW-Stout promotes and strongly encourages the application of hands-on learning experiences in the classroom.

In the post-body image survey, the following question was asked:

Which of the actual course experiences were most helpful and personally meaningful to students?

33 Watching body image videos

28 Creating body image music CDs

16 Watching instructorís PowerPoint lectures

12 Talking with classmates about body image topics

Finding #2 ñ Results from the post-body image survey suggest that they learned the most from watching videos developed by leading body image experts. The creation of the body image music CDs was considered to be the second most productive way to increase their knowledge. It should be noted that production of the CDs did increase their value and significance in the eyes of students.

Finding #3 -- Regarding the creation of the body image music CDs --While the comments were overwhelmingly positive and supportive of requiring future students to produce body image music CDs, a few of the comments include:

To see an example of a body image music CD -- log on to http://www.uwstout.edu/lts/multimedia/wikrentb/SexSellsBodyImage.ppt

ìI thought that the music CD was a great opportunity to learn about the trivialization of women in media and use my creativity to express my feelings on it. I never really thought much about the topic so researching it both in facts and visuals really helped me comprehend the situation. The experience was enjoyable, I not only learned about the topic that I was working on but it was also a fun way to learn about other people topics as well.î

›

ìMaking the CD was extremely moving for me. I always knew weight issues were big in the United States, but how they have increased in the last few years just astounded me. I think it was a positive learning experience. It opened my eyes to what messages are being sent out in ads, that before, I wouldnít have looked twice at. It was a very enjoyable way to learn about this topic.î

›

ìI thought the idea of making a music CD was a very good one. . . I never realized how much of a problem advertising was until I did this project. Making this CD really made me open my eyes not only to violence against women but also to how horribly advertisers degrade and dehumanize women. I learned a lot making my project and watching other peopleís projects.î

›

ìThroughout the process of making this CD I have learned so much about violence against women in the media. Before researching for this CD I was very numb to a lot of the advertisements in magazines and on television today. Through my research I realized that a huge number of ads were portraying violence against women, and portraying it as okay. I feel that this was very good for me, because now I can look through magazines and watch TV and realize that these ads are there and no longer be numb to them. Now I can learn from these ads and not let them have a negative affect on my life.î

Research Question #3

3. Which specific subject matter will most meaningfully impact students and result in the synthesizing, personalizing, and applying of course content to their own lives?

v The final step consisted of students completing a post-survey. It sought the following information:

Appendix II: Body Image Follow-up Survey

… Now that students completed the course lectures and activities, how do they rate their level of body image knowledge?

30 Very knowledgeable and possess a greater understanding of body image issues

… Which body image topics were most meaningful and effective in expanding their previous level of knowledge?

28 Ideal standards of beauty in the US and mediaís influences

23 Mediaís presentation of weight and eating disorders

23 Sexual objectification and mediaís influences

21 Mediaís role in perpetuating crime and violence

… What, if anything, will students do to apply the body image knowledge that they now possess after completing the course?

31 Apply information to raising children

30 Use knowledge to improve personal life

22 Talk with family or friends about body image issues

Finding #1 ñ Studentsí knowledge of body image issues did expand after watching and participating in the various teaching methods used in the course. Four topics in particular appeared to garner their interest the most: ideal standards of beauty in the US, mediaís presentation of weight and eating disorders, sexual objectification of females, and mediaís role in perpetuating crime and violence in American society.

Finding #2 ñ Students did internalize the information being taught, synthesized it and actually plan to apply it to their personal lives as well as their childrenís lives. With regard to the music CDs, one student wrote:

ìThe body image project was a very useful assignment. I enjoyed researching and discovering all the horrible truths about the mediaís influence on youth. I find myself wondering how I made it to be as normal as I am today. I also find myself asking how our future children will grow up in todayís world with so many choices. After doing this project, I will be as protective as I can for my children, not so they are naÔve, but rather to help them make the right choices. All of us have gone through not liking our bodies because the media tells us not to.î

Conclusion

Findings supported each of the three research questions. The SOTL research project was very valuable in expanding the instructorís understanding of where her students were coming from relative to their openness and attitudes towards body image issues. The experience was also personally humbling because it made her realize that much of her previous teaching efforts probably produced interesting course experiences but limited in-depth learning occurred. She is now in a better position to meaningfully improve her course. She plans to continue requiring her students to produce a body image music CD, show body image videos, and present the PowerPoint lectures. Most likely, she will continue to have students complete the pre-and-post questionnaires in order to increase the validity of the research project and to serve as a benchmark for assessing their previous body image knowledge. She does, however, plan to make a few changes. The researcher will introduce more specialized readings into the course, incorporate more group discussion questions, and bring additional ideas regarding the development of healthy body image.

A Note of Gratitude

The researcher is grateful for the creative inspiration and pioneering efforts of Pete Burkholder who proposed the idea for the music CDs and for Anne Crossí powerful application of the concept to womenís issues. Under the guidance of these professors, such impressive student projects were produced that the researcher was motivated to expand her teaching methods and change her existing course structure to include this project. She is also very appreciative of Bill Wikrentís help in customizing the music CD instructions to the needs of her subject matter. His technical expertise enabled students to produce their CDs with relative ease. The guidance, support, and probing questioning by Dan Riordan and Terri Karis was also tremendously helpful in enabling her to think about the teaching of body image topics in new, nontraditional ways. Without the help of these faculty and staff members, this research project would not have been possible.

Appendix I

Body Image Information Survey

This survey is designed to measure how you have learned about body image information. Your feedback will greatly enhance the way body image topics are taught in BURTL 417- Social and Psychological Aspects of Clothing. Please be honest in your responses. There are no wrong answers.

DO NOT PUT YOUR NAME ON THE SURVEY. By filling out this questionnaire, you are giving your consent as a participating volunteer in this study. The information in this study is being sought in a specific manner so that no identifiers are needed and so that confidentiality is guaranteed. You have the right to refuse to participate in this study or to withdraw from participation at any time during the study. Your decision not to participate will be respected with no coercion or prejudice. If you have questions or concerns regarding this study, please contact the Investigator, Dr. Renee Howarton. If you have any questions, concerns, or reports regarding your rights as a research subject, please contact the IRB Administrator.

Investigator: Dr. Renee Howarton IRB Administrator: Sue Foxwell, Director Research Services

261 Tech Wing 152 Vocational Rehabilitation Bldg.

UW-Stout UW-Stout

Menomonie, WI 54751 Menomonie, WI 54751

232-2540 232-2477

howartonr@uwstout.edu foxwells@uwstout.edu

Definition:

Body Image ñ It is the mental picture a person has of his/her body as well as the individualís associated thoughts, feelings, judgments, sensations, awareness and behavior.

1. How would you rate your current level of body image knowledge? This question refers to the level of knowledge you possessed prior to taking BURTL-417 Social Psychological Aspects of Clothing. (Check the most appropriate response.)

® Very knowledgeable

® Somewhat knowledgeable

® Not knowledgeable, but aware of how I feel about my personal body image

® Not knowledgeable, never gave the topic any thought

2. How do you feel about your personal body image? (Circle the response most descriptive of how you feel.)

Very Somewhat Neutral Somewhat Very

Positive Positive (No feelings) Negative Negative

3. Which resources have been most helpful in providing you with body image information that is personally meaningful to you? (Check all that apply to you.)

® Parents

® Peers/friends (same sex or opposite sex)

® Grade school or high school courses

® College courses besides BURTL-417 Social Psychological Aspects of Clothing

® Books, magazines or educational videos (seen outside a classroom setting)

® Popular movies

® Internet

® Talk show hosts or documentaries

® Guest speakers specializing in the field

® Participation in clubs, athletics and/or health-related activities

® Other resources: ___________________________________________________

® No resources have been helpful to the development of my body image

4. How has the body image information received from these resources impacted you? (Circle a response for each resource.)

Very (VP)------Somewhat (SP)---------No (NI)-------- Somewhat (SN)-------- Very (VN)

Positively Positively Impact Negatively Negatively

A. Parents VP SP NI SN VN

B. Peers (same sex or opposite sex) VP SP NI SN VN

C. Grade school or high school courses VP SP NI SN VN

D. College courses besides BURTL-417 VP SP NI SN VN

Social Psychological Aspects

of Clothing

E. Books, magazines or videos VP SP NI SN VN

F. Popular movies VP SP NI SN VN

G. Internet VP SP NI SN VN

H. Talk show hosts or documentaries VP SP NI SN VN

I. Guest speakers specializing in the field VP SP NI SN VN

J. Participation in clubs, athletics VP SP NI SN VN

and/or health-related activities

K. Other resources VP SP NI SN VN

5. How concerned are you about body image topics such as eating disorders,

self-esteem issues, and/or mediaís objectification of females and males?

(Check the most appropriate response.)

® Very concerned

® Somewhat concerned

® Do not know if I am concerned or not

® Not concerned about the topic, not interested (skip to Questions #8 & #9)

6. What, if anything, have you ever done to apply the body image knowledge that

you possess? (Check all that apply to you.)

® Talked with family members or friends about body image issues