An Observation of Appearance-Based Expectations in Elementary-School Children

It has been widely documented that people who rate higher in physical attractiveness tend to receive better jobs, better pay, and generally have an overall life advantage. Results from numerous studies on the effects physical attractiveness indicate that those who are deemed as more physically attractive are also attributed with such characteristics as: being more trustworthy, having higher academic potential, having higher social potential, and being from a higher social class (Wilson & Eckel, 2006; Clifford & Walster, 1973). This study examines where and how appearance-based attitudes originate: additionally, it is equally important to examine when these attitudes originate. This study will examine teacher's interactions with students with various levels of attractiveness.

It is widely accepted that by the time children reach adulthood, their attitudes and personalities have been firmly set. This is important because the inequalities that a child learns in elementary school will be assumed to continue throughout life. Additionally, one study suggests that individuals apply the "rules of physical attractiveness" to themselves, indicating that when they become aware of the inequalities attributed to them, they expect the treatment to continue (Mazur, 1986).

What is called the physical attractiveness phenomenon by academics is problematic for many reasons: it is such a widespread, undisputed phenomenon; it subjectively attributes intangible, immeasurable characteristics to individuals from a first impression; and it can lead to drastically unequal life chances, apparent in the educational structure as early as elementary school. It is important to address these inequalities in order to prevent unequal life chances.