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With the prevalence of overweight and obesity on the rise in America, the role of educators in creating transformative learning contexts that minimize obesity bias and that foster tolerance has become increasingly crucial. The purpose of this work was to develop and explore the effectiveness of a curricular unit to promote tolerance and multifaceted understanding about obesity among undergraduates by encouraging empathy for obese persons and critical reflection about obesity and obesity bias. The unit engaged undergraduates (n = 334) in a consideration of competing rhetoric about obesity and exposed them to filmed interviews with obese persons (i.e., "testimonials"). Qualitative responses to a unit activity were analyzed to evaluate the efficacy of the curriculum in achieving its goals. Responses revealed varying levels of empathy and critical reflection, with some but not all students questioning dominant knowledge claims about obesity, expressing empathic concern for obese persons, identifying with obese persons, and enumerating strategies to minimize obesity bias. Implications for future educational efforts are discussed.

A study of 20 mothers and their adolescent daughters found that both groups distinguished between going on a diet and watching eating habits. Dieting/watching patterns varied in content, duration, and intent. Daughters' modeling of mothers' behavior varied depending on degree of identification with mothers or mothers' verbal reinforcement. (Author/SK)

Color value of clothing and facial expression were varied in photographs of six female job applicants. Male and female business persons (N=208) judged the photographs. Facial expression significantly affected evaluations of Character-Sociability characteristics. Clothing color value influenced perceptions of Potency, only for male interviewers. Impact on hiring decisions is discussed. (Author/KS)