{"id":{"repo_id":"calgary","oai_identifier":"oai:ucalgary.scholaris.ca:1880/121038"},"canonical_url":"https://search.dev.ndltd.org/etd/calgary/oai:ucalgary.scholaris.ca:1880/121038","repository":{"repo_id":"calgary","name":"University of Calgary","base_url":"https://ucalgary.scholaris.ca/server/oai/request"},"display":{"title":"“It’s Like an Iceberg”: Storying the Student Experience of Classroom-Based Anthropometric Measurement","abstract":"Anthropometric measurement (AM) is conducted in classrooms for educational screening purposes, and is often done in the context of childhood obesity prevention. Past research has indicated that classroom-based AM practices pose risks to student well-being by compromising student privacy, perpetuating weight-centric beliefs that encourage dangerous health practices, and facilitating weight stigmatization. Previous research on classroom-based AM have used quantitative methods to summarize survey data on student perceptions and experiences with body measurement in the classroom. The current study sought to build upon previous findings through a qualitative exploration of the enduring impacts of classroom-based AM on students. Using narrative inquiry methodology, I spoke with five adults aged 23-32 who disclosed experiences with classroom-based AM. The influence of AM on ideas about weight and health, relationships with food and exercise, and body image were discussed among other salient narrative threads. Unexpectedly, AM-adjacent experiences (i.e., non-measurement activities that nonetheless tend to promote weight-centric health ideas, such as food logging and calorie counting exercises) also emerged and were discussed throughout the interviews. The stories from this inquiry suggest that, even if done with good intentions, having one’s body measured in school is not a neutral act due to the social and moral implications that pervade the practice. The findings from this study are intended to inform future teaching practices and policies regarding anthropometric measurement, and are relevant to those in the educational and helping professions, such as teachers, coaches, principals, counsellors, and psychologists.","abstract_html":"Anthropometric measurement (AM) is conducted in classrooms for educational screening purposes, and is often done in the context of childhood obesity prevention. Past research has indicated that classroom-based AM practices pose risks to student well-being by compromising student privacy, perpetuating weight-centric beliefs that encourage dangerous health practices, and facilitating weight stigmatization. Previous research on classroom-based AM have used quantitative methods to summarize survey data on student perceptions and experiences with body measurement in the classroom. The current study sought to build upon previous findings through a qualitative exploration of the enduring impacts of classroom-based AM on students. Using narrative inquiry methodology, I spoke with five adults aged 23-32 who disclosed experiences with classroom-based AM. The influence of AM on ideas about weight and health, relationships with food and exercise, and body image were discussed among other salient narrative threads. Unexpectedly, AM-adjacent experiences (i.e., non-measurement activities that nonetheless tend to promote weight-centric health ideas, such as food logging and calorie counting exercises) also emerged and were discussed throughout the interviews. The stories from this inquiry suggest that, even if done with good intentions, having one’s body measured in school is not a neutral act due to the social and moral implications that pervade the practice. The findings from this study are intended to inform future teaching practices and policies regarding anthropometric measurement, and are relevant to those in the educational and helping professions, such as teachers, coaches, principals, counsellors, and psychologists.","abstract_has_math":false,"creators":["Archibald, Katherine Joyce"],"institution":"Werklund School of Education","degree_name":"Master of Science (MSc)","degree_level":null,"degree_discipline":"Education Graduate Program – Educational Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Russell-Mayhew, Shelly"],"committee_chairs":[],"committee_members":["MacGregor, Stephen","Zhao, Xu"],"year":2025,"date_issued":"2025-04-17","date_published":"2025-04-17","updated_at":"2026-07-24T01:30:44Z","subjects":["Weight Stigma","Anthropometric Measurement","Anthropometry","Weight Bias","Physical Education","Health Education","Weight-Neutral","Weight-Neutral Education"],"languages":["en"],"rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. 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Past research has indicated that classroom-based AM practices pose risks to student well-being by compromising student privacy, perpetuating weight-centric beliefs that encourage dangerous health practices, and facilitating weight stigmatization. Previous research on classroom-based AM have used quantitative methods to summarize survey data on student perceptions and experiences with body measurement in the classroom. The current study sought to build upon previous findings through a qualitative exploration of the enduring impacts of classroom-based AM on students. Using narrative inquiry methodology, I spoke with five adults aged 23-32 who disclosed experiences with classroom-based AM. The influence of AM on ideas about weight and health, relationships with food and exercise, and body image were discussed among other salient narrative threads. Unexpectedly, AM-adjacent experiences (i.e., non-measurement activities that nonetheless tend to promote weight-centric health ideas, such as food logging and calorie counting exercises) also emerged and were discussed throughout the interviews. The stories from this inquiry suggest that, even if done with good intentions, having one’s body measured in school is not a neutral act due to the social and moral implications that pervade the practice. The findings from this study are intended to inform future teaching practices and policies regarding anthropometric measurement, and are relevant to those in the educational and helping professions, such as teachers, coaches, principals, counsellors, and psychologists."]},{"key":"dc:title","label":"Title","values":["“It’s Like an Iceberg”: Storying the Student Experience of Classroom-Based Anthropometric Measurement"]}]}],"canonical_facts":{"dc:contributor.advisor":["Russell-Mayhew, Shelly"],"dc:contributor.committeemember":["MacGregor, Stephen","Zhao, Xu"],"dc:creator":["Archibald, Katherine Joyce"],"dc:date":["2025-06-10"],"dc:date.accessioned":["2025-04-22T20:52:14Z"],"dc:date.available":["2025-04-22T20:52:14Z"],"dc:date.issued":["2025-04-17"],"dc:description.abstract":["Anthropometric measurement (AM) is conducted in classrooms for educational screening purposes, and is often done in the context of childhood obesity prevention. 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Unexpectedly, AM-adjacent experiences (i.e., non-measurement activities that nonetheless tend to promote weight-centric health ideas, such as food logging and calorie counting exercises) also emerged and were discussed throughout the interviews. The stories from this inquiry suggest that, even if done with good intentions, having one’s body measured in school is not a neutral act due to the social and moral implications that pervade the practice. 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For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"dc:subject":["Weight Stigma","Anthropometric Measurement","Anthropometry","Weight Bias","Physical Education","Health Education","Weight-Neutral","Weight-Neutral Education"],"dc:title":["“It’s Like an Iceberg”: Storying the Student Experience of Classroom-Based Anthropometric Measurement"],"dc:type":["master thesis"],"thesis:degree_discipline":["Education Graduate Program – Educational Psychology"],"thesis:degree_name":["Master of Science (MSc)"],"thesis:institution_name":["University of Calgary"]},"updated_at":"2026-07-24T01:30:44Z"}