How social comparison impacts dancers
A new study by Rasheed and Runswick (2024) published in the Journal of Dance Education explores a topic very familiar to those of us who have spent time training and performing in dance: social comparison. Anyone who has ever taken a dance class knows that feeling of looking around the room and comparing themselves to other dancers. But how does this constant comparison affect dancers, and what role do teachers and the training environment play in shaping these experiences?
While the study focused on a small group of 10 female dancers in the UK, aged 18 to 23, their experiences offer valuable insights into the pressures of the dance world. The researchers used in-depth interviews to understand how these dancers experienced social comparison and what factors influenced their feelings.
A "Cut-Throat" Dance Culture
The study identified a pervasive sense of "cut-throat" dance culture that deeply impacted the dancers' experiences. The highly competitive atmosphere, fueled by social comparison, often created a toxic and unenjoyable environment.
One key finding was the concept of lateral comparison. Dancers primarily compared themselves to their peers at a similar skill level, rather than looking up or down the hierarchy. This suggests that dancers are most focused on competing with those they see as their direct rivals, creating an intense pressure to stand out within their cohort.
The Teacher's Influence
Dancers consistently highlighted the significant role teachers play in shaping their social comparison experiences. Teachers' feedback, support, and teaching methods could either exacerbate or mitigate negative comparison.
Feedback and Support: Dancers who received individualised feedback and support from their teachers felt more seen and validated, leading to less reliance on comparison for self-evaluation. However, a lack of feedback could make dancers feel "invisible" and more likely to compare themselves to those receiving attention. Additionally, harsh or insensitive feedback could also fuel negative comparisons.
Favouritism: The perception of teacher favouritism was a major driver of social comparison. When teachers consistently praised or selected certain dancers, it created a standard that others felt pressured to meet, leading to feelings of inadequacy and increased comparison.
Involuntary Comparison: Often, teachers would inadvertently instigate comparison by singling out specific dancers or highlighting differences in ability. This could make dancers feel like they were constantly being judged and compared, even when they were not actively seeking comparison.
Teaching Methods: Certain teaching techniques, such as selecting the "best" dancers to demonstrate exercises, intensified social comparison. Dancers who were not chosen felt excluded and questioned their abilities, leading to demoralisation and increased comparison.
The Impact of the Environment
The dance studio environment also played a role in shaping social comparison experiences.
Studio Layout: The physical layout of the studio, particularly the use of mirrors and placement at the barre, could facilitate comparison. The constant visual feedback from mirrors made it difficult for dancers to avoid comparing their technique and appearance to others.
Aesthetic Genres: The study found that ballet, with its emphasis on technical precision and uniformity, seemed to promote social comparison more than other dance genres. The dancers perceived ballet as a style where differences in ability were more easily noticeable, leading to heightened scrutiny and comparison.
The Dancer's Perspective
While external factors like teachers and the environment played a significant role, individual dancers' self-confidence and motivation also influenced their social comparison experiences.
Self-Confidence: Dancers who felt confident in their abilities were less likely to compare themselves negatively to others. Their self-assurance allowed them to focus on their own progress and development, rather than seeking validation through comparison.
Comparison for Guidance: While comparison could be detrimental, some dancers used it as a source of motivation and guidance. Observing their peers' technique and performance helped them identify areas for improvement and inspired them to work harder.
Motivation through Praise: Many dancers were extrinsically motivated by praise and recognition from their teachers. This desire for approval could sometimes lead to increased comparison as dancers strived to stand out and impress their instructors.
Ego-Orientation: Almost all the dancers expressed a strong desire to win competitions and achieve recognition, reflecting an ego-oriented motivation style. This drive for success could fuel social comparison as dancers sought to establish their superiority over others.
Implications for a Healthier Dance Culture
This study sheds light on the complex interplay of factors influencing social comparison in dance, but it also offers hope for creating a healthier and more supportive environment for dancers.
Teachers hold a crucial role in fostering a positive studio culture. By providing individualised feedback, emphasising improvement over competition, and promoting self-confidence, they can help mitigate the negative effects of social comparison. Open communication and awareness of the dancers' perspectives can also create a more understanding and supportive training space.
The study raises questions about the ubiquitous use of mirrors in dance studios and the potential to explore alternative learning environments that might reduce the pressure of constant visual comparison.
By understanding the dynamics of social comparison, we can work towards a dance culture that celebrates individual growth, encourages healthy competition, and supports the well-being of all dancers.
