Dress Codes: Effects on the Students

Abstract

People usually say that the way we dress affects how we think, act, and conduct our activities. Persons donned in suits are expected to be more business-like and calculating. Sporty attire would indicate an outgoing type of person; jeans would be more of a casual, easy going person. Students that are clad in a school uniform would have more “brains”, as opposed to students in casual clothes. Is there a link between how a student is dressed and the way the student conducts himself, or feels and acts?

Student Dress codes

            School life, especially when a student first steps into high school, can be considered as one of the more stressful times in one’s academic journey (Super Steve’s). This is the time when students are caught up in so many clashes and conflicts outside and within him. The student is concerned about his/her looks, relationships, aside from keeping up good grades to have a shot at college (Super Steve’s). But students have a tendency to look on the more trivial things in high school, such as how they look and how others see them often taking on an almost “caste” system in the school (Super Steve’s).

            If one person doesn’t meet the standard imposed by the “fashionably in” crowd, the student is usually cast in the lower rungs of the school society (Super Steve’s). Many argue for the implementation of a dress code.  The chance of having a “beauty contest” atmosphere in the school by having one uniform code would cease (Super Steve’s). But is the drive to look the best have any beneficial effects on students? Some contend that the fashion show every school day will come to a halt, as the students are taught to dress in professional terms (Super Steve’s).

            Several questions seem to have the need to be asked. One, does enforcing a dress code engender professionalism in the school place? Two, does the school uniform create some form of bond, a factor or agent of acceptance in the community (Super Steve’s)? More importantly, does the requirement for dress codes affect the attitudes of students towards their studies? The answer to the first two queries is a resounding NO. (Super Steve’s).

            Professionalism, in the strictest sense, is not forced on an individual (Super Steve’s). Professionalism is not based on how one looks, thus negating the thesis that how one adorns oneself can inculcate a sense of professionalism (Super Steve’s). To the second question, again the answer is NO. Yes, the school uniform may be an agent for unity in the establishment, but the question, what kind of unity (Super Steve’s)? The unity that the dress code provides may exist, but it is a shallow kind of unity, what with the “caste” system still firmly established (Super Steve’s).

            It would be quite a ridiculous proposition to say that the way one dresses will have an effect on the attitudes of students (Super Steve’s). But many in the education establishment would seem to take a digressing view to this concept. Many will argue that having a dress code in the schools will curb violence, or because of the constant dress-up competition, constant fights occur in the schools (Super Steve’s). It is highly doubtful that fights in schools were instigated by what the students wear (Super Steve’s).

            The argument is that uniforms do not remove the reasons for students to engage in fights (Super Steve’s). It is one thing for society, or the school in this case, but in a democratic society, shouldn’t the choice of what to wear be left to the students (Glen Bledsoe, 2007)? According to Neal Feldman, in his opinion A Failing Grade for US Public Education (2007), uniformity in school uniforms would greatly aid in the area of reduction of distractions and other issues in schools (Feldman, 2007). The problem with this statement is that there is no research or findings affirming or disproving this claim (Bledsoe, 2007).

            But there is research that indicates that student dress and appearance have a bearing affect the student’s attitude and conduct on school (Cloverdale Elementary School). Is there a contradiction here? Not so. The research only goes to show that what the students wears, not what he/she is made to wear, has bearing on the student’s attitude. Also, the wearing of certain types of clothes is seen as a distraction to the students, not on the brand or make of the apparel (Washington County School District, 2006).

            It must be a given that schools treat students as mature individuals, that they themselves are responsible to dress and behave properly (Coconino High School). These may include prohibiting certain types of clothes that advertise illegal drug use, smoking, nudity, pornography, or infer topics that are offensive to others in school (Coconino). The ban may also extend to clothing that indicates gang affiliation (Coconino). Dress or school uniforms may just indicate which school or learning institution one belongs to (Bledsoe, 2007).

Government backing for uniformity

            Much of the controversy regarding school uniforms requirements can be alluded to then President William Clinton (Linda Starr, 1998). In addressing Capitol Hill during Clinton’s State of the Union speech in 1996, the President urged school authorities to impose the use of school uniforms as an integral part of instilling discipline and reinforcing school safety (Starr, 1998). In February 1996, Clinton issued a memorandum for the Secretary of the Department of Education to distribute to the nation’s 16,000 school districts (Starr, 1998). The next year, on the occasion of 1997 State of the Union address, Clinton presented his 10-point education agenda, encouraging that schools adopt as a matter of policy the use of school uniforms (Starr, 1998).

            Clinton, along with his advisers and Congressional allies, teachers and parents, believed that the imposition of a mandatory school uniform policy can decrease the danger factor in schools and improve the learning environment of the students (Starr, 1998). Parties favoring the imposition of the school uniform requirement greatly reduced the aggressive behavior, minimized the incidences of distractions in the classroom, and reduced violent actions linked to factors in the school (Starr, 1998). They also aver that these measures has helped in the reduction of the public display of gang symbols, enhancing overall students’ attitude and demeanour, improve school spirit, and most of all, improve school and student safety, by easily identifying strangers or intruders on the school premises (Starr, 1998).

            Many of the premises drew on the experience of the school districts in Long Beach, California, which was the first district to impose a compulsory school uniform policy (Starr, 1998). In addition to these benefits, education authorities say that the use of school uniforms improve the image of the students as well as the school in the immediate community the school is located (Starr, 1998). According to school authorities, since 1994, when the school adopted the use of school uniforms, the incidence of crime has fallen by 76 percent, assaults on school premises decreased by 85 percent, incidents of vandalism have significantly fallen from around 1,400 incidents annually to under a hundred, and attendance rates have improved to 95 percent (Starr, 1998).

            Basing on these reports, other districts followed the lead of Long Beach (Starr, 1998).  Ninety of Dade County’s schools, of the 300 in the county, have imposed compulsory school uniform policies, with another 90 about to do the same (Starr, 1998). In Texas, the San Antonio school city district’s schools are unanimous in requiring the city’s 60,000 students to wear school uniforms in the fall. Houston, for its part, seven out of 10 of their schools have required a compulsory dress and school uniform policy (Starr, 1998).

            Mandatory school uniform policies are also showing up in Seattle, Kansas, Memphis, Baltimore, among others (Starr, 1998). Ten states in the Union have passed legislation to enable individual education facilities for the drafting of school policies regarding school uniforms, with more contemplating such legislation (Starr, 1998).

Just what do school uniforms address?

            There are many conflicting views, and research finding on what exactly is the purpose of making mandatory school uniform policies (Marian Wilde, 2008). Let’s take a small glimpse at some historical points of view with regard to school uniforms. A few decades back, the public school system, particularly its students, were being unfavourably compared to students from the private, Catholic-run schools (Wilde, 2008). Upon seeing the perception that the uniforms afforded to the students of the Catholic learning institutions, some public schools tried to adopt school uniform policies for their schools as well (Wilde, 2008). President Clinton, again citing from his 1996 Union Address, gave the momentum for the move, saying if the students will not kill for the designer jackets some of the students were wearing, then the public schools would be able to impose the policy of wearing uniforms to school (Wilde, 2008).

            But in any discussion, there would be those who remain unconvinced of the Long Beach results (Starr, 1998). Some education authorities challenge the results, as these changes may be born of other reforms enacted at the same time of the institution of the uniform policy (Starr, 1998). According to George Washington University education and sociology professor Ray Rist, aver that other factors may have influenced the results at Long Beach (Starr, 1998).

Rist, in his article in Education Week (1998), discusses the effects of the “Hawthorne Effect” (Starr, 1998). The Hawthorne Effect states that individuals, if treated differently, also behave differently as the result of the treatment (Starr, 1998).

            In citing the Long Beach results, Rist avers that the reason the students behaved in a different way is because of the prolonged attention that they have been receiving (Starr, 1998). Rist (1998) also avers that no individual or research has been able to categorically state that the use of uniforms, by themselves, have been shown to decrease the incidence of crime (Rist, 1998). Supporting Rist’s claims, Loren Siegel, the American Civil Liberties Union’s public education director, states that no definitive studies have been able to show that the use of school uniforms have produced positive changes in the behavior of students on a long-term basis (Siegel, 1998).  These findings and statements evidence that other measures tended to have an impact on the student’s new behavior apart from the imposition of school uniforms (Starr, 1998).

            These measures include prevention of violence courses, better connections between schools and police, the reduction of class size, improved facilities and stricter school security (Starr, 1998). They see the imposition of school uniforms as a short-term solution to a deeply-embedded problem (Starr, 1998). And some students agree with this finding. In group consultations conducted by the ACLU, students in high school were asked for some suggestions on how to improve their schools (Starr, 1998).  Some students answered that more extra curricular times, improving security at the school entrance and corridors, increased awareness discussions on issues such as racism and cultural differences, jobs programs, and conflict resolution skills, not the imposition of school uniforms (Starr, 1998).

Dress Codes vs., School Uniforms

            Dress Codes   

But before we forget, let’s define the difference between a “dress code” and a “school uniform”. In a nutshell, dress codes are not that strict as having a mandatory school uniform (Wilde, 2008). But in exceptional cases, such as the case of a middle school in Napa, California, where the school imposed a mandatory code (Wilde, 2008). The school had banned logos or any images on student’s clothing and must be in solid colors (Wilde, 2008). When a student was meted detention for wearing on her socks the image of Tigger, Winnie the Pooh’s friend, the family of the girl took the school to court (Wilde, 2008).

            The school district, in August 1997, decided to make their rules a little more lenient, for the time being (Wilde, 2008). Another case involved a student in Vermont. The student was suspended by the school for wearing a T-shirt, depicting President Bush surrounded by icons of drug and alcohol (Wilde, 2008). Ironically, the student was meted the punishment not for depicting Bush in an alcohol and narcotic context, but because the student had transgressed the schools’ policy against clothing depicting alcohol and illegal drug use (Wilde, 2008). Upon reaching the courts, the courts favored the student, saying that the images were construed as being protected under the free speech amendment (Wilde, 2008).

            In this case, and others like it, the courts found in favor with the rights of free speech of the students (Wilde, 2008). The ruling that the attempts of school authorities banning such images advocating drug use, hateful speech and images of illegal drugs’ and alcohol use infringed on this right (Wilde, 2008). But the Supreme Court balanced the issue with a ruling on “Bong Hits 4 Jesus” (Wilde, 2008). In their ruling, they decided that the message referring to narcotic use had no political message, thus could be seen as an advocacy for the use of narcotics (Wilde, 2008). Opponents of the school uniform policy being imposed by schools counter that the rulings run counter to the First Amendment of the US Constitution (Max Madrid, 1999).

            Bans on certain items of clothing may not be the solution in turning student’s attitudes (Shawn Lewis, 2007). According to University of Michigan professor emeritus Gary Fenstermacher, the connection between academic output and the imposition of dress codes in itself does not exist (Fenstermacher, 2007). But he points out that if dress codes are part of a larger effort, then the link to scholastic achievement can be established (Lewis, 2007). The change in the dress code for students will not alter the culture, according to Wayne State English and American studies professor Jerry Herron (Herron, 2007). Herron (2007) states that the mere imposition of plain looking dress codes on students will not in any way change the message of promiscuity, suicidal tendencies and incidents of depression (Lewis, 2007).

            School Uniforms        

             School uniforms for schools may run the gamut of definitions. One school may just require students to wear shirts with collars, or a complete set of clothes for the students, complete with the school logo and skirts, shirts and coats or blazers (Lewis, 2007). But unlike the arguments for the use of dress, the use of school uniforms’ have drawn a positive feedback (Lewis, 2007). In her review of attendance, graduation rates and proficiency passing numbers in 64 Ohio public schools, Youngstown University assistant professor Virginia Draa found that schools with policies had better graduation, attendance and suspension numbers (Draa, 2007).

            But again, as the findings of Draa bore out, there was no connection between the use of uniforms and scholastic achievement (Draa, 2007). The question thus posed is, if the use of school uniforms had the intent of decreasing the incidents of violence in school, then why they have not been more used in high school and middle school settings, just as the importance put on elementary schools (Wilde, 2008). If the intention for the use of uniforms is to increase academic proficiency among students, then the same question could be asked (Wilde, 2008).

Conclusion

            In the debate between school uniforms or dress codes, let’s stop and think of the ultimate beneficiaries, or victims, the students. We must not let the concept that making students dress according to what others want, or what they should wear, will affect their attitudes (Super Steve’s). Leaving to the student’s the choice of what to wear gives them the chance to grow and mature (Super Steve’s).  The best solution for the problem is to review the current curriculum of the educational system (Super Steve’s). As educational authorities afford the students better chances and avenues to accumulate knowledge, students would be better off academically and make less problems for the school (Super Steve’s).

References

Bledsoe, G.L. (2007). School dress codes: a need for uniformity? Retrieved August 8, 2008,     from

            http://www.salem-news.com/articles/december302007/glen_123007.php

Cloverdale Elementary School. (n.d.). Dress code. Retreived August 8, 2008, from

            http://www.cloverdalemvusd.org/dress_code.jsp

Coconino High School. (n.d.). Dress code. Retrieved August 8, 2008, from

            http://www.fusd1.org/coconino/news/dress.htm

Draa, V. (2008). Do uniforms make schools better (excerpt)?  Retrieved August 8, 2008, from

            http://www.greatschools.net/cgi-bin/showarticle/361

Fenstermacher, G. (2007). Parents take schools to task over strict dress codes (excerpt). Retrieved August 8, 2008 from

            http://www.detnews.com/apps/pbcs.dll/article?        AID=/20070924/SCHOOLS/709240348

Herron, J. (2007). Parents take schools to task over strict dress codes (excerpt). Retrieved          August 8, 2008 from

            http://www.detnews.com/apps/pbcs.dll/article?                               AID=/20070924/SCHOOLS/709240348

Lewis, S.D. (2007, September 24). Parents take to schools to task over strict dress codes.           Detroit News

            http://www.detnews.com/apps/pbcs.dll/article?        AID=/20070924/SCHOOLS/709240348

Madrid, M. (1999). Student dress codes: constitutional requirements and policy suggestions.     June 21, 1999. Retrieved August 8, 2008, from

            http://www.modrall.com/0927071190907578.art

Rist, R. (2008). Can uniforms save our schools (excerpt). Retrieved August 8, 2008 from

            http://www.educationworld.com/a_admin/admin/admin065.shtml

Siegel, L. (2008). Can uniforms save our schools (excerpt). Retrieved August 8, 2008 from

            http://www.educationworld.com/a_admin/admin/admin065.shtml

Starr, L. (1998). Can uniforms save our schools? May 11, 1998. Retrieved August 8, 2008,         from

            http://www.educationworld.com/a_admin/admin/admin065.shtml

Super Steve. (n.d.). How strict dress codes harm students. Retrieved August 8, 2008, from

            http://www.superstevessupersite.com/steveisms/random/dress_codes.php

Washington County School District. (2006). 2200 student dress code. Adopted June 9, 1998.    Last revised May 9, 2006. Retrieved August 8, 2008, from

            http://www2.washk12.org/policy/2000/2200_student_dress_code.htm

Wilde, M. (2008). Do unifroms make schools better? Retrieved August 8, 2008, from

            http://www.greatschools.net/cgi-bin/showarticle/361