Physical Attractiveness, Occupational Status, and Gender
Effects on Sexual Willingness and Relationship Intentions Among College Students
DOI:
https://doi.org/10.47779/ajhs.2026.780Keywords:
Sexual Decision-Making, Gender Differences, Physical Attractiveness, Occupational Status, College StudentsAbstract
Sexual behavior and relationship preferences among emerging adults are shaped by sociocultural cues such as physical attractiveness and occupational status, which interact with gender norms to influence decision-making. This study examined how perceived partner attractiveness and occupational status affect college students’ willingness to engage in sexual behaviors and their relationship preferences, with attention to gender differences. A cross-sectional sample of 285 undergraduate students viewed standardized photographs depicting individuals varying in attractiveness (high vs low) and occupational status (surgeon vs dishwasher). Participants rated their willingness to engage in five sexual behaviors and indicated preferred relationship types. Composite scores were analyzed using one-way ANOVA, and relationship preferences were examined using chi-square analyses. Results indicated that both attractiveness and occupational status significantly influenced sexual willingness and relationship preferences. Participants reported greater willingness to engage in sexual behaviors with attractive, high-status individuals, with moderate to large effect sizes (η² = .18-.36, p < .001). Notable sex differences emerged, with women demonstrating greater selectivity and reduced willingness toward unattractive or low-status partners, while men reported relatively higher willingness across all conditions (p < .05). Women were also more likely to prefer long-term relationships with high-status partners, whereas men showed a stronger preference for short-term relationships (p < .01). These findings highlight the role of perceived partner characteristics and gender norms in shaping sexual decision-making among emerging adults, suggesting that sexual health education should address social perceptions and relational dynamics alongside risk prevention.Downloads
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