This article examines the effect of students' physical attractiveness on a variety of judgments made in educational settings. This review discusses the following issues: (a) methodology for studying physical attractiveness in the classroom; (b) teacher judg ments, expectations, and impressions of physically attractive students; and (c) the influence of moderator variables such as gender, race, conduct, and physical attractive ness effects. A descriptive and a meta-analytic review of the research indicated that physically attractive students are judged usually more favorably by teachers in a number of dimensions including intelligence, academic potential, grades, and various social skills. The potential influence of moderator variables-such as, student gender, race, and past performance on the physical attractiveness bias-is also examined. Finally, the possible mechanisms responsible for the attractiveness effect and the limitations of this research are discussed.In American society, there are advantages to being physically attractive. Dion, Berscheid, and Walster (1972) describe this phenomenon as "What is beautiful is good" (p. 285). Over the last 15 years, research has demonstrated the existence of a variety of stereotypes about physically attractive individuals. Stereotypes have direct implications for first impressions and for broader personal and social evaluations.
Physical attractiveness affects juror decisions (Sigall & Ostrove, 1975), helping behavior (Benson, Karabenick, & Lerner, 1976), employment opportunities, and job evaluations (Dipboye, Arvey, & Terpstra, 1977). Physical attractiveness is so potent that it even affects the attitudes that parents hold about their own infants (e.g., Ottinger & Berman, 1989; Stephan & Langlois, 1984). The old adage you can't judge a book by its cover may be good advice, but it is difficult to follow.Physical attractiveness sends a powerful nonverbal message and contributes to the creation of first impressions. The physical attractiveness bias is pervasive in many aspects of American society, including the educational system. This article provides a comprehensive review of teacher impressions, expectations, and judgments of physi cally attractive students.Education provides, at least in theory, equal opportunities to all individuals. In practice, however, differential expectations about students are typically present. Many factors are capable of evoking initial expectations and impressions, including not only physical attractiveness but also race, social class, gender, and behavior (see Braun, 1976;Brophy, 1982;Brophy & Good, 1974;Dusek, 1985;Finn, 1972, for general reviews of teacher expectancies). As far back as 1971, Elashoff and Snow summarized the impact of a variety of factors on impression formation.
