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Advances in Social Sciences Research Journal – Vol. 11, No. 1

Publication Date: January 25, 2024

DOI:10.14738/assrj.111.15925.

Watkins, T. B. (2024). A Look at Lookism and How It Impacts Pre-Intern Teachers' Expectations. Advances in Social Sciences Research

Journal, 11(1). 92-96.

Services for Science and Education – United Kingdom

A Look at Lookism and How It Impacts Pre-Intern Teachers'

Expectations

Timothy B. Watkins

Teacher Education, Leadership, and Research,

Delta State University, Cleveland, MS

ABSTRACT

This research was conducted in a small, rural, public university located in the

Mississippi Delta with one class of pre-intern teachers. A total of nine pre-interns

participated in the study. The purpose of the research was to briefly review the

word diversity which causes some of the following terms to come to mind: race,

ethnicity, gender, age, religion, physical abilities, mental abilities, income,

education, and sexual orientation. However, one dimension of diversity that might

not come to mind is appearance - How one looks is how they are judged. Bias based

on appearance is known as lookism. This research study was designed using an

activity to introduce the pre-intern teachers to the term lookism and how

unconscientiously, as teachers, they could make judgements based on the

appearance of the students in their future classrooms. The class was divided into

small groups of 3 students each to participate in conversation. One discussion

prompt focused on the topic, "How prejudice and bias focus on the physical

characteristics of people" and the other on "How prejudices and bias focus on the

dress and makeup of people." A final whole class discussion was held, and various

questions were asked and answered on how a student's appearance might impact

pre-intern teachers’ expectations.

Keywords: Lookism, Diversity, Teacher Expectations, Pre-Intern Teachers

INTRODUCTION

Bias based on appearance may be referred to as lookism. Consciously or unconsciously, we

often make judgments about people based on how they look.

Simply stated, lookism can be defined as how one looks is how they are judged. This study

examines lookism and its influence on pre-intern teachers’ expectations of their future

students.

GOAL OF STUDY

The goal of this study was to introduce the pre-intern teacher to lookism as well as to create an

awareness of how lookism affects bias in the classroom.

After completing the lookism activity created by Clark (2000) described in this study, further

conversation was encouraged between the pre-intern teachers to reflect on the dangers of

lookism and to identify how to bound its effects when working with students.

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Watkins, T. B. (2024). A Look at Lookism and How It Impacts Pre-Intern Teachers' Expectations. Advances in Social Sciences Research Journal, 11(1).

92-96.

URL: http://dx.doi.org/10.14738/assrj.111.15925

LITERATURE REVIEW

Defining Lookism

Lookism can be defined as preconceptions or judgments toward people based on their looks

especially toward those who are physically different or unattractive in the eyes of the beholder.

According to Lynch (2023), appearance often influences and shapes the way individuals

perceive and interact with one another. Lookism is considered a discriminatory practice based

on physical appearances and can lead to unequal treatment and opportunities. It occurs in a

variety of settings throughout the day in many groups of people and organizations including

teachers in the school setting. Everyone can be affected by lookism; therefore, individuals need

to be conscientious of any negative biases generated toward others based on first impressions

or on outward appearances.

The Impact of Lookism in the Classroom

Lookism can occur in schools when teachers first meet their students. Most teachers try not to

prejudge a student based on first impressions; however, teachers are not exempt from the

influence of lookism and may unconscientiously assume students to possess certain personality

and academic characteristics that may not be accurate and can be completely unfounded. An

attractive student might be favored and assumed intelligent over a plainer student. A student

dressed stylishly may be preferred and thought to come from an affluent home while on the

other hand, a student with less fashionable clothes may be thought to live in poverty. Hair

styles, hair colors, tattoos, weight issues, race, and facial features can engender negative

connotations and influence one thinking about another person.

Diversity is increasing in schools every day with many student differences associated with race,

ethnicity, gender, age, religion, physical abilities, mental abilities, income, education, and sexual

orientation. People make assumptions every day just by looking at a person. Creating

awareness around lookism is an essential step in fostering a more inclusive society and

empowering students to challenge unfair stereotypes about beauty (Lynch, 2023). Lookism is

indeed an area in which pre-intern teachers need to investigate as well as inspect to limit any

personal biases toward future students.

Teacher Expectations Matter

Teacher expectations are crucial to the academic success of students. Hattie (2012) analyzed

613 studies in his book, Visible Learning for Teachers: Maximizing Impact on Learning. He found

that teacher expectations and student achievement track closely with teacher expectations and

in some cases, race, ethnicity, language proficiency, disability, gender, even appearance can

subconsciously influence the expectations of a child (Ferlazzo, 2022). The evidence from the

research conducted by Hattie (2012) was convincing in leading to the conclusion that teachers

get what they expect.

Teachers must not associate students outside appearances to what the students can achieve as

this can lower expectations for them which can be harmful to their overall success in school.

This can lead to low expectations and less rigorous assignments or could lead to just the

opposite with assignments too difficult and unachievable. Students need to be held to high

expectations and standards that are challenging, but ones that the students can achieve. The

good news is that students rise to the expectations that teachers hold for them. One of the goals

we, as teachers, should possess is to ensure that our actions pair with the words of

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 1, January-2024

Services for Science and Education – United Kingdom

encouragement we provide our students on a daily basis (Ferlazzo, 2022). If a teacher’s

expectations are reduced or heighten to unreachable levels due to the way a student looks the

student’s academic ability will be negatively affected, and the student might suffer from It. “By

better understanding the expectations and perceptions that teacher candidates hold, we can

enact program reform that will provide future teacher candidates with a better understanding

of issues and pedagogy relevant to working with culturally diverse student populations”

(DeCasrto-Ambrosetti & Cho, 2011, p. 53).

Teacher expectations and lookism are areas where more emphasis should be placed in

preparing teacher candidates for success in their classrooms with students.

MATERIALS AND METHODS

Materials

The materials needed to complete the lookism activity were markers and one flipchart for each

group.

Procedures

After a brief discussion on student diversity and an introduction to the meaning of lookism, the

class of pre-intern teachers was divided into small groups (three learners to a group). Each

group was issued a flipchart and markers. Each group was asked to make two flipcharts—one

titled “How prejudice and bias focus on the physical characteristics of students” and the

other titled “How prejudice and bias focus on the dress and makeup of students.” Under

each title, the pre-intern teachers listed ways that students can be hindered for not meeting the

teachers’ standards (norms). The pre-intern teacher groups were coached as they worked their

way through the exercise.

Items that were listed by the pre-intern teachers on the flipcharts included:

Physical Characteristics

• Too short or tall

• Overweight or underweight

• Too light or too dark skinned

• Too young or too old

• Disfigured in some way

• Freckles on face and body

• Eyesight or wearing glasses

• Hair color and body hair

• Race

• Not graced with good looks

• Other features that are less desirable than social or cultural norms

Dress and Makeup

• Dresses out of fashion or old clothes

• Brands of clothes

• Body piercing and accessories

• Tattoos on the body and face

• Hair length too long or short