Influence of Dress on Perception of Intelligence and Expectations of Scholastic Achievement

Abstract

Stimulus photographs of four clothing styles worn by a male and a female model were used to investigate the role clothing plays in perception of intelligence and academic expectations of high school students. Subjects were 750 high school students and 159 teachers from six schools in Ohio. One large suburban school, two urban schools, and three rural schools were represented. Repeated measures ANO VA was used to determine F value, and post hoc tests were conducted. Results indicate perception of intelligence and academic achievement are influenced by dress. Significant differences were found in perception of intelligence and scholastic ability for both student and teacher subjects based on clothing styles and sex of the model. There were significant differences among the schools for students but not for teachers. The influence of dress and gender on teachers'perception of the intellectual capabilities of students has serious implications for the classroom.