The Way Weight is Taught

Anti-fat attitudes and stigmatizing practices have been identified in dietetics students. The relationship between dietetics curriculum and students’ attitudes towards body size has not been well explored. Studies suggest that body size is covered within a weight-centric paradigm in both nutrition and non-nutrition undergraduate courses. Content about weight bias is less frequently taught. The objective of this study was to critically analyze the ways in which the discourses related to body size, weight, and body composition were constructed in course syllabi of required nutrition courses in English-speaking accredited undergraduate dietetics programs in Canada. A critical discourse analysis method was used. Syllabi of required nutrition courses were requested from each of the twelve Canadian undergraduate dietetics programs. The obtained syllabi were analyzed to uncover the discourses within these texts and to understand how body size, weight, and body composition were constructed. Of the 220 syllabi requested, 68 (31%) syllabi were received and reviewed. Twenty-eight (41%) of these syllabi contained the terminology of interest. The language used within the analyzed syllabi created representations of weight, body composition, and body size predominately within a weight-centric paradigm. Weight-centric discourses were found mostly within clinical nutrition courses. Discourses that challenged the weight-centric paradigm were limited and were found mostly within public health, food service, or professional practice courses. To reduce the harms of weight stigma and anti-fat bias, Canadian undergraduate dietetics courses need to shift their discourse towards weight-inclusive practice.