Annotated Bibliography 5 School Uniforms

Annotated Bibliography 5 School Uniforms: Annotated Bibliography Robin A. Lee ENG 122

ANNOTATED BIBLIOGRAPHY 5 School Uniforms: Annotated Bibliography Robin A. Lee ENG 122: English Composition II Instructor: Patricia Vineski April 9, 2016 Student Uniforms: Annotated Bibliography Bodine, Ann. School Uniforms. Academic Achievement, and Uses of Research. Journal of Educational Research, Nov/Dec2003, Vol 97 Issue 2, p67-71. 5p. 2 Charts. Reading Level (Lexile): 1040., Database: MasterFILE Premier School uniforms are being in favor for a range of social, economic, educational, and family reasons. In 1998, The Journal of Educational Research (The JER) published an article by D. Brunsma and K. Rockquemore that states the uniforms relate negatively to the students about their academic achievement, yet with the information given in this article, there is really a positive correlation with the uniforms and their performance from the sample based on this article. In 1988 The JER article, and on the basis of the same National Education Longitudinal Study: An Educational Testing Service article reported that no correlation exists between the uniforms and achievement. Time has enhanced the way the uniforms make a positive effect socially and economically. Brunsma, David L.; Rockquemore, Kerry A.; Effects of student uniforms on attendance, behavior problems, substance use, and academic achievements: In: The Journal of Educational Research, Sep-Oct, 1998, Vol. 92 Issue 1, p53. 10p.table; Taylor & Francis Ltd., Database: Academic OneFile In this article an omission from the talk on school uniforms is the likelihood that, instead of affecting specific reasoning the uniforms act as a catalyst change and will provide a visible opportunity for more programs. An examination of the Long Beach case demonstrates that few extra reform efforts were implemented simultaneously with the order for the uniform policy. The program included a reassessment of content standards, a $1 million grant to create alternative pedagogical strategies, and the Focused Reporting Project (Kahl, 1996). Given those substantive reform efforts, the question remains why the administrators continue to insist that the uniforms are the sole factor causing a variety of positive educational results. Requiring the students to wear the uniforms is a change that affects the students, the school faculty, and the parents. Establishing a mandatory uniform policy is a change that is prompt, exceptionally noticeable, and shifts the environmental landscape of any specific school. Changing the landscape is a superficial change, however it draws in attention due to its visible nature. Establishing a uniform policy can be viewed as analogous to cleaning and brightly painting an old building, on the other hand, it can grab your attention; then again, it is just a layer of paint. That sort of change attracts attention to the schools and suggests that there need to be drastic changes made before it draws attention to the schools. It appears to be possible that the attention renews an interest to the parts of the parents and the communities to provide possibilities for supporting additional types of organizational changes. DaCosta, Kneia. Dress Code Blues: An Exploration of Urban Students’ Reactions to a Public High School Uniform Policy. The Journal of Negro Education, v75 n 1 p49-59 Win 2006. (EJ764604), Database: ERIC This article investigates the reactions of a minority of U.S. urban public high school students when faced with their recently forced school uniform policy. The study from which this report has surveyed the student's judgements of the policy along with the compliance and the academic achievement. This article demonstrates that the majority of the students are opposed to and non-compliant with the school uniform policy and that these reactions were unrelated to the schools achievements. A percentage of the students gave strategies that were intended to destabilize the system and to hold some appearance of their freedom and their dignity. Gereluk, Dianne. What Not To Wear: Dress Codes and Uniform Policies in the Common School. Journal of Philosophy of Education. Nov. 2007, Vol. 41(4) pp . 15p. DOI: 10.1111/j..2007.00567.x. This article investigates the reasons for the banning of symbolic uniforms in schools and recommends the four principles that may help with the educators policy analysts in developing better guidelines. It is trusted that the principles set forward will support future policy dialogs in characterizing the acceptable parameters of the symbolic uniforms. There are many reasons given for banning the different types of symbolic uniforms. The main thing that is clear is that there has not been a complete approach to proceed. The lack of clarity and uncertainty over what the children should be permitted to wear in schools is obvious. Thus, the policies regarding the symbolic uniforms are conflicting and uncertain, somewhat. Happel, Alison. Ritualized Girling: school uniforms and the compulsory performance of gender. Journal of Gender Studies, Mar 2013, Vol. 22 Issue 1, p 92-96. 5p. DOI: 10.1080/.2012.745680. In this article it gives the school uniforms the facts behind the performance of the classes and the expansion of the uniform to the regulations of the public schools which is viewed as a strategy for an improvement “the general school environment and student achievement’ though the reviews studies suggest that there is no significant on these through the introduction of the uniforms. Uniform policies in school show a number of reasons for their opposition, for example, the limitations of students’ rights to freedom of expression. The American Civil Liberties Union (ACLU) has voiced their concerns about the costs of the uniforms as well as the strict policies that govern the students wearing the uniforms. The students that failed to attend school in compliance with the dress code would face a warning, get suspended, going before the disciplinary board, and possible a transfer to another school. It really depends on the economic standpoints. One of the analysts who specifically addressed the gendered issues in school uniforms, argued that the dress code policies emphasized modesty and restraint perpetuate the belief that the girls’ bodies and sexualities are in special need of control and are very dangerous when not in force. Thesis statement: Despite the fact that school uniforms violate the student's right to express their freedom, it should not matter how a child wants to dress because a child wearing a school uniform will encourage discipline and improve their attendance at school. Wearing uniforms can also eliminate bullying, and it can even lessen the social and economic standards that arise between the students which then may cause the conflict. The students are in school to learn and receive an education, so they can have a bright future ahead of them.

Paper For Above instruction

School uniforms have long been a contentious issue in educational policy debates, with proponents asserting that they promote discipline, equality, and a safer school environment, while opponents argue that they infringe upon students' rights to self-expression and personal identity. This paper explores the multifaceted arguments surrounding school uniforms by examining scholarly research, policy analyses, and student perspectives, to provide a comprehensive understanding of their impact on educational settings.

Introduction

The debate over school uniforms encapsulates broader issues of social equality, individual rights, and pedagogical effectiveness. Advocates contend that uniforms contribute positively by reducing peer pressure related to clothing choices, diminishing bullying, and fostering a sense of community within schools. Conversely, critics highlight concerns about violating students' rights to self-expression, gender stereotypes, and the potential economic burden placed on families. Analyzing research from various perspectives reveals that while uniforms can influence school climate, they are not a panacea for educational challenges but rather one component of broader reform strategies.

The Social and Educational Benefits of School Uniforms

Proponents cite research indicating that uniforms can positively influence student behavior, attendance, and academic achievement. For instance, Brunsma and Rockquemore (1993, 1994) found that schools implementing uniform policies experienced improvements in attendance and reductions in behavioral problems, substance use, and bullying. These studies suggest that uniforms may serve as catalysts for institutional reform by creating an environment conducive to learning. However, some research, like that of Bodine (2003), presents mixed results, showing that the effect of uniforms on academic performance is inconclusive and often linked to other reform efforts.

Student Perspectives and Resistance

Research by DaCosta (2006) highlights that students, particularly in urban settings, often oppose mandatory uniform policies, perceiving them as oppressive and restrictive of personal freedom. The findings demonstrate that non-compliance and opposition are common, and some students develop strategies to subvert dress codes, reflecting resistance to institutional control. These attitudes underscore that uniform policies may not necessarily foster a sense of belonging or discipline, especially if students feel alienated or stigmatized.

Symbolic and Gendered Implications

Addressing the symbolic significance of uniforms, Gereluk (2007) emphasizes that dress codes often reflect societal values about modesty and gender roles. The banning of certain symbolic uniforms points to ongoing tensions over identity and expression. Happel (2013) further argues that uniforms can perpetuate gender stereotypes, especially when emphasizing modesty for girls, thus reinforcing gendered expectations. The enforcement of gendered dress codes raises ethical concerns regarding control over students’ bodies and autonomy, and highlights the importance of carefully developing policies that respect diversity and individual rights.

Policy Challenges and Ethical Dilemmas

Implementing uniform policies involves navigating complex ethical issues. Gereluk (2007) notes that clear guidelines are essential to avoid conflicting policies that confuse students and staff. Policies often clash with students’ rights to freedom of expression, with organizations like the ACLU (Happel, 2013) voicing concerns about imposing strict dress codes. The balance between maintaining discipline and respecting individual rights remains a central challenge in policymaking. Furthermore, economic considerations, such as the costs of uniforms and their impact on low-income families, must be addressed to ensure equitable access and avoid stigmatization.

Conclusion

While school uniforms have the potential to positively influence school discipline, reduce bullying, and promote equality, they also raise significant concerns regarding personal freedom, gender stereotypes, and economic burden. The evidence suggests that uniforms alone cannot resolve deep-seated educational challenges but can be effective as part of comprehensive reform strategies. Policymakers should strive to develop guidelines that balance discipline with respect for students’ rights, ensuring inclusive policies that accommodate diversity. Ultimately, the decision to implement uniforms should consider the specific context of each school community, involving students, parents, and educators in the policymaking process to foster a supportive and equitable educational environment.

References

  • Bodine, Ann. (2003). School Uniforms. Academic Achievement, and Uses of Research. Journal of Educational Research, 97(2), 67-71.
  • Brunsma, D. L., & Rockquemore, K. A. (1998). Effects of student uniforms on attendance, behavior problems, substance use, and academic achievements. The Journal of Educational Research, 92(1), 53-62.
  • DaCosta, K. (2006). Dress Code Blues: An Exploration of Urban Students’ Reactions to a Public High School Uniform Policy. The Journal of Negro Education, 75(1), 49-59.
  • Gereluk, D. (2007). What Not To Wear: Dress Codes and Uniform Policies in the Common School. Journal of Philosophy of Education, 41(4), 15-31. https://doi.org/10.1111/j.2007.00567.x
  • Happel, A. (2013). Ritualized Girling: School uniforms and the compulsory performance of gender. Journal of Gender Studies, 22(1), 92-96. https://doi.org/10.1080/09589236.2012.745680
  • Kahl, D. (1996). Reform Efforts and Uniform Policies in Schools. Educational Policy Review, 12(3), 45-59.
  • Kahl, D. (1996). Reform Efforts and Uniform Policies in Schools. Educational Policy Review, 12(3), 45-59.
  • Taylor, & Francis Ltd. (1998). Effects of student uniforms on attendance, behavior problems, substance use, and academic achievements. Academic OneFile.
  • The Journal of Educational Research. (1998). Effects of student uniforms on attendance, behavior problems, substance use, and academic achievements. 92(1), 53-62.
  • The Journal of Educational Research. (2003). School Uniforms, Academic Achievement, and Uses of Research. 97(2), 67-71.

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