Mode of Dress as a Perceptual Cue to Deference

Fortenberry, James H.; Maclean, Joyce; Morris, Priscilla; O’Connell, Michael

doi:10.1080/00224545.1978.9924048

Cited by 25 publications

(16 citation statements)

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“…Small groups ranging from twelve to twenty-five have been compared by several researchers in previous studies (Cavior & Dokecki, 1971;Coursey, 1973;Douty, 1963;Fortenberry et al, 1978;Freeman, Kaiser & Wingate, 1985;Miller, Fienberg, Davis & Rowold, 1982;and Mischel, 1974). The participants were female, and were retailing, business, marketing, or home economics education majors.…”

Section: And D Q U O ;mentioning

confidence: 99%

Instructor's Attire As A Biasing Factor In Students' Ratings Of An Instructor

Chowdhary

1988

Clothing and Textiles Research Journal

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This study examined the influence of instructor's attire on students' evaluation of their teacher. A modified posttest only control group design was used to conduct this research. The sample consisted of thirty-one undergraduate students. The data were analyzed by executing t-test and paired t-test. The study was conducted in two phases. One instructor taught two sections of the same course. For the experimental group, the instructor wore Indian/Western attire combination; for the control group the instuctor wore the Western/Western attire has been acknowledged by several researchers (Bickman, majority of this literature focuses on the role of clothing in acquiring a job (Molloy, 1975) or investigates relationship of clothing to such socio-psychological variables as fashionability (Gibbons, 1969), deference (Fortenberry et al.

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Section: And D Q U O ;mentioning

confidence: 99%

Instructor's Attire As A Biasing Factor In Students' Ratings Of An Instructor

Chowdhary

1988

Clothing and Textiles Research Journal

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“…Most notably, it is fairly clear across a number of contexts that more formal attire generates an impression of status and power (Fortenberry, MacLean, Morris, & O' Connell, 1978;Kwon & Johnson, 1998), but it is less clear to what extent formal attire influences -positively or negatively -traits such as sociability, friendliness, and approachability (Kwon & Johnson, 1998;Lukavsky, Butler, & Harden, 1995). Other than status, one other trait appears to be clearly influenced by attire:…”

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confidence: 99%

The White–Coat Effect: Physician Attire and Perceived Authority, Friendliness, and Attractiveness

Brase

Richmond

2004

J Applied Social Pyschol

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Although previous studies have evaluated effects of attire on doctor-patient interaction, the common assumption of a trade-off between perceptions of medical authority/status versus trustworthiness/openness has not been established. 38 male and 40 female participants rated their perceptions of same and opposite-sex models who were all identified as doctors but wearing different attires. The results indicate that the above factors are not opposing factors, and that a white coat and formal attire are clearly superior to casual attire.Additionally, perceptions of attractiveness of same-and opposite-sex doctors were rated, finding sex differences in perceptions that are different from, but theoretically similar to, prior findings. For females rating male models, perceptions of authority and attractiveness appear to be related.

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“…With respect to dress, teacher credibility comprises three components like believability, trustworthiness, and goodwill [26], but Teven and Herring [27] emphasized on power, credibility, and student satisfaction. Again, clothing/dress code can be determined as perceived status [28], but in some cases, moderate level of dress intended more respect from students than on more formal dress [29]. Again, Robertson [30] identified the expression of person on dress code on the basis of differences between generations.…”

Section: Teachers' Dress and Students' Learningmentioning

confidence: 99%

The Effect of Teachers’ Dress on Students’ Attitude and Students’ Learning: Higher Education View

Kashem

2019

Education Research International

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Dress which has had the influences on the perceptions of viewers whether students or outsiders, is more than just a wearing. At first instance, the outlook imposes a very positive expectation subjective to the likeliness and behavior pattern of the students. A positive impression ultimately imposes a positive atmosphere of learning toward the students’ mind. How the dress usually influences the learning of students depending on students’ attitude is the prime concern of this study. For validation of ideas, 405 respondents' judgments were justified from eight private universities of Bangladesh through Confirmatory Factor Analysis and Structural Equation Modeling. Depending on their relationship, three hypotheses such as students’ attitude to students’ learning, dress to students’ attitude, and finally dress to students’ learning were strongly supported, with path coefficients of 0.483, 0.533, and 0.425, respectively. These rationalizations finally signify the new mood of appearance in student learning paradigms in context to influential role-playing foundation of teachers into the mind of learners.

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Mode of Dress as a Perceptual Cue to Deference

Cited by 25 publications

References 0 publications

Instructor's Attire As A Biasing Factor In Students' Ratings Of An Instructor

Instructor's Attire As A Biasing Factor In Students' Ratings Of An Instructor

The White–Coat Effect: Physician Attire and Perceived Authority, Friendliness, and Attractiveness

The Effect of Teachers’ Dress on Students’ Attitude and Students’ Learning: Higher Education View

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