College Students’ and Teachers’ Biases Regarding School Children Based on Appearance, Sex, and Clothing

Authors

• Lauren K. DeCoste, Coastal Carolina UniversityFollow
• Terry F. Pettijohn II, Coastal Carolina UniversityFollow

ORCID

Lauren K. DeCoste, https://orcid.org/0009-0000-1067-5659; Terry F. Pettijohn II, https://orcid.org/0000-0003-4585-4766

Abstract

This research explored how appearance, sex, and clothing differences influence adults’ perceptions of primary school students across two studies. Male students were predicted to be rated higher in academic ability, behavior, and likeability compared to female students, while formally dressed students were expected to receive more favorable ratings than informally dressed students. Study 1 included college students (N = 160), and Study 2 included employed teachers (N = 112). Participants rated formally and informally dressed male and female students on perceived behavioral, academic, and social skills, likeability, and engagement. Results showed that model sex influenced several perceptions, with male students viewed as more emotionally and socially engaged, while female students were perceived as more emotionally and socially disengaged. Clothing formality had limited effects overall, although informally dressed students were viewed as more behaviorally and emotionally disengaged. Across both studies, appearance-based ratings, particularly perceived cuteness and overall engaging appearance, were consistently associated with more favorable judgments of academic ability, behavior, and likeability. Both studies found significant associations between appearance and perceptions of student engagement, although college students demonstrated more widespread appearance-based biases than teachers. These findings suggest that appearance-based biases may shape educational perceptions and contribute to inequities in how children are viewed and treated in school settings.