Abstract
Pre-health and health students’ understanding of the human body is shaped by the curriculum used in anatomy and health education courses. These materials often present a narrow, idealized depiction of health and normalcy that does not reflect the diversity of real patient populations. Such portrayals can influence students’ perceptions of health, illness, and professional expectations in healthcare. Examining how educational materials construct the concept of a “normal” body is critical for fostering inclusive, equitable education and preparing providers to serve diverse populations effectively.
This study explores how pre-health and health education shape students’ perceptions of a healthy, normal body, focusing on identifying bias in science textbooks and curricula. Historically, bodies that did not fit the “ideal” type, based on sex, race, size, or ability, were marginalized, and such ideas persist in health education.
The study includes two components: (1) a mixed-method survey and (2) textbook analysis. The survey included demographic questions and an Image Association Test assessing unconscious attitudes toward body image and health. For the textbook analysis, the authors used Google Notebook LM alongside traditional review to: (1) quantify gender-based language, (2) assess how images represent variation across gender, race, age, and other characteristics, and (3) compare coverage of male and female anatomy and physiology.
The authors' current textbook analysis findings indicate a bias toward idealized, male-centric, and Eurocentric anatomical depictions that are often characterized by youth and leanness. Depictions of human anatomy fail to encompass normal, healthy biological variation. Textbook coverage of female anatomy, and in particular reproductive anatomy, is far behind that of male anatomy. Survey results show that participants consistently rated bigger bodies as more unhealthy, unfit, abnormal, and atypical. Participants also rated leaner and muscular-looking bodies as healthier, fitter, more normal, and more typical.
Results demonstrate strong positive correlations between “healthy,” “fit,” “normal,” and “typical,” suggesting that students conflate health and fitness with leanness. This bias toward lean body types among pre-health and healthcare students may shape future clinical judgments and patient care. The study underscores the need for more representative and inclusive educational materials to improve healthcare education and outcomes.
Notes
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List of books analyzed and references are included in the attached slide deck.
Sigma Membership
Non-member
Lead Author Affiliation
Utah Valley University, Orem, Utah, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
DEI/BIPOC, Teaching and Learning Strategies, Weight Bias, Body Image, Nurse Attitudes
Recommended Citation
Spurlock, Megan, "Normal Isn’t Neutral: How Health Education Shapes Body Bias in Future Nurses" (2026). International Nursing Research Congress (INRC). 89.
https://www.sigmarepository.org/inrc/2026/presentations_2026/89
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-29
Normal Isn’t Neutral: How Health Education Shapes Body Bias in Future Nurses
Toronto, Ontario, Canada
Pre-health and health students’ understanding of the human body is shaped by the curriculum used in anatomy and health education courses. These materials often present a narrow, idealized depiction of health and normalcy that does not reflect the diversity of real patient populations. Such portrayals can influence students’ perceptions of health, illness, and professional expectations in healthcare. Examining how educational materials construct the concept of a “normal” body is critical for fostering inclusive, equitable education and preparing providers to serve diverse populations effectively.
This study explores how pre-health and health education shape students’ perceptions of a healthy, normal body, focusing on identifying bias in science textbooks and curricula. Historically, bodies that did not fit the “ideal” type, based on sex, race, size, or ability, were marginalized, and such ideas persist in health education.
The study includes two components: (1) a mixed-method survey and (2) textbook analysis. The survey included demographic questions and an Image Association Test assessing unconscious attitudes toward body image and health. For the textbook analysis, the authors used Google Notebook LM alongside traditional review to: (1) quantify gender-based language, (2) assess how images represent variation across gender, race, age, and other characteristics, and (3) compare coverage of male and female anatomy and physiology.
The authors' current textbook analysis findings indicate a bias toward idealized, male-centric, and Eurocentric anatomical depictions that are often characterized by youth and leanness. Depictions of human anatomy fail to encompass normal, healthy biological variation. Textbook coverage of female anatomy, and in particular reproductive anatomy, is far behind that of male anatomy. Survey results show that participants consistently rated bigger bodies as more unhealthy, unfit, abnormal, and atypical. Participants also rated leaner and muscular-looking bodies as healthier, fitter, more normal, and more typical.
Results demonstrate strong positive correlations between “healthy,” “fit,” “normal,” and “typical,” suggesting that students conflate health and fitness with leanness. This bias toward lean body types among pre-health and healthcare students may shape future clinical judgments and patient care. The study underscores the need for more representative and inclusive educational materials to improve healthcare education and outcomes.
Description
This study examines how pre-health and healthcare education materials shape students’ perceptions of a “healthy” or “normal” body through a mixed-method survey and textbook analysis. Findings reveal persistent Eurocentric and male-centric biases in textbooks and a strong student tendency to associate health and normalcy with leanness and youth, suggesting educational influences on future clinical judgments and healthcare equity.