Hiya and the Gymnasium: Body Image, Shame, and Self-Perception among Filipino Female College Students in Physical Education
DOI:
https://doi.org/10.69665/iss.v48i1S.144Keywords:
female body image, inclusive physical education, gender equity, cultural values, good health and well-beingAbstract
Despite extensive research on body image in Western contexts, a significant gap remains in understanding how Filipino cultural values influence female college students' participation in Physical Education. This study aimed to understand the lived experience of female college students regarding body image in PE classes at a state university in the Philippines. Using a qualitative phenomenological design, the study engaged ten female college students who experienced body image concerns in physical education. Data were gathered through semi-structured interviews to gain insights into their bodily perceptions, challenges, and the social dynamics of PE activities. The data were analysed using Braun and Clarke’s six-phase thematic analysis to identify recurring themes and patterns. Results revealed three primary dimensions of influence: self-perception (mixed emotions and self-consciousness), environmental factors (uniform discomfort, teasing, and spatial insecurity), and social influences (peer judgment, comparison, and instructor behaviour). Findings show that the combined effects of self-concept, environmental conditions, and social dynamics shape body image concerns among female college students. These dynamics significantly diminish student confidence and performance, highlighting the urgent need for inclusive PE environments that value body diversity. By situating these experiences in a localised context, this study contributes to Filipino PE literature by providing an empirical basis for culturally sensitive pedagogical shifts that prioritise student well-being. The findings underscore the need for a more inclusive and supportive PE environment that values body diversity and reduces judgment, ultimately promoting student well-being and engagement.
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