Classism and Body Image: Examining Associations Between Social Class Discrimination from Teachers and Classmates and Body Image Concerns Among Adolescents in California
Faculty Mentor Name
Vani Kakar
Research or Creativity Area
Social Sciences
Abstract
Background: This study examined the association between social class discrimination and body image concerns among adolescents. Social class discrimination refers to interpersonal discrimination individuals encounter due to their social class (Langhout et al., 2007; Liu et al., 2004). Recent research suggests that appearance is a salient component of how adolescents experience social class (Mello et al., 2026). Although social class discrimination has been linked to a range of adverse outcomes, including poorer academic achievement and risky health behaviors such as tobacco use, no quantitative study has examined its association with body image concerns among adolescents. This gap is important to address because adolescence is a critical developmental period during which appearance concerns tend to intensify and, shaped by peer pressure, social scrutiny, and pubertal changes that increase attention to appearance (Rapee et al., 2019; Tanguay et al, 2025). Schools are especially important contexts for this work, since prior research has identified classmates and teachers as key sources of social class discrimination (Mello et al., 2025). Accordingly, this is the first study to examine whether social class discrimination from teachers and classmates is associated with body image among adolescents.
Method: Participants included 1,558 adolescents (Mage = 16.17, SDage = 1.20) from two public high schools in the Western United States. Cross-Sectional data were collected through anonymous surveys. Social class discrimination was measured with two subscales (teachers and classmates), α > 0.85. The prompt was, “How often have you experienced each of the following because of the money, schooling, or jobs your parents have?” An example item included, “A teacher did not believe that I could go to college.” Response options ranged from 1 (never) to 4 (often). Appearance satisfaction was measured using the appearance subscale of the Body Esteem Scale for Adolescents and Adults (Mendelson et al., 2001; α = 0.82). A sample item included “I like what I see when I look in the mirror,” rated on a 5-point scale ranging from 1 (never) to 5 (always). Partial correlations were conducted while controlling for age, gender, race/ethnicity, and social class (objective and subjective).
Findings: Preliminary analyses indicated that social class discrimination from teachers was more prevalent and stronger in magnitude than social class discrimination from classmates. Specifically, 67.81% of adolescents reported at least one instance of discrimination from teachers, compared with 40.69% from classmates. Group differences showed that cisgender boys reported higher social class discrimination from classmates than cisgender girls, whereas African American/Black adolescents reported more social class discrimination from teachers than Asian American adolescents. Partial correlations showed that social class discrimination from both teachers and classmates was associated with lower appearance satisfaction, even after controlling for age, gender, race/ethnicity, and social class.
Discussion: The findings recognize class-based discrimination within schools as an important interpersonal stressor linked to adolescent body dissatisfaction. By examining discrimination in school settings, this study highlights the role of teachers and classmates in shaping adolescents’ body image. It also underscores the importance of addressing social class discrimination to promote positive body image during adolescence.
Classism and Body Image: Examining Associations Between Social Class Discrimination from Teachers and Classmates and Body Image Concerns Among Adolescents in California
Background: This study examined the association between social class discrimination and body image concerns among adolescents. Social class discrimination refers to interpersonal discrimination individuals encounter due to their social class (Langhout et al., 2007; Liu et al., 2004). Recent research suggests that appearance is a salient component of how adolescents experience social class (Mello et al., 2026). Although social class discrimination has been linked to a range of adverse outcomes, including poorer academic achievement and risky health behaviors such as tobacco use, no quantitative study has examined its association with body image concerns among adolescents. This gap is important to address because adolescence is a critical developmental period during which appearance concerns tend to intensify and, shaped by peer pressure, social scrutiny, and pubertal changes that increase attention to appearance (Rapee et al., 2019; Tanguay et al, 2025). Schools are especially important contexts for this work, since prior research has identified classmates and teachers as key sources of social class discrimination (Mello et al., 2025). Accordingly, this is the first study to examine whether social class discrimination from teachers and classmates is associated with body image among adolescents.
Method: Participants included 1,558 adolescents (Mage = 16.17, SDage = 1.20) from two public high schools in the Western United States. Cross-Sectional data were collected through anonymous surveys. Social class discrimination was measured with two subscales (teachers and classmates), α > 0.85. The prompt was, “How often have you experienced each of the following because of the money, schooling, or jobs your parents have?” An example item included, “A teacher did not believe that I could go to college.” Response options ranged from 1 (never) to 4 (often). Appearance satisfaction was measured using the appearance subscale of the Body Esteem Scale for Adolescents and Adults (Mendelson et al., 2001; α = 0.82). A sample item included “I like what I see when I look in the mirror,” rated on a 5-point scale ranging from 1 (never) to 5 (always). Partial correlations were conducted while controlling for age, gender, race/ethnicity, and social class (objective and subjective).
Findings: Preliminary analyses indicated that social class discrimination from teachers was more prevalent and stronger in magnitude than social class discrimination from classmates. Specifically, 67.81% of adolescents reported at least one instance of discrimination from teachers, compared with 40.69% from classmates. Group differences showed that cisgender boys reported higher social class discrimination from classmates than cisgender girls, whereas African American/Black adolescents reported more social class discrimination from teachers than Asian American adolescents. Partial correlations showed that social class discrimination from both teachers and classmates was associated with lower appearance satisfaction, even after controlling for age, gender, race/ethnicity, and social class.
Discussion: The findings recognize class-based discrimination within schools as an important interpersonal stressor linked to adolescent body dissatisfaction. By examining discrimination in school settings, this study highlights the role of teachers and classmates in shaping adolescents’ body image. It also underscores the importance of addressing social class discrimination to promote positive body image during adolescence.
