The Effectiveness of School Uniforms on Students’ Academic Achievement

This source questions the impact of school uniforms on students’ academic achievement. The thesis includes a variety of perspectives on the issue. From an administrative standpoint, administers believe that mandatory school uniforms are beneficial to student success as they believe that if a student is “dressed for success” they will be more academically driven and successful. It also includes the views of parents as some believe that uniforms infringe students’ rights; it is argued that uniform policies limit students’ right to freedom of expression. Bias by selection of sources is present in this thesis as the research sample was only a group of grade seven and eight students which could have affected the results of the study. Through researching this source, I learned more about this history and original reasoning behind school uniforms. During the 1950s, the phrase “dress right act right” was popular in schools; this contributes to the idea that dressing for success improves both student behaviour and academic achievement. This source is useful as, although it explores uniforms rather than dress codes, it provides context and reasoning behind the idea that there is a correlation between the way students dress and academic achievement.

School dress codes a contentious issue for some parents as academic year begins. This article connects to the issue of school dress codes as it concerns the sexualisation of young children both female and male. The article suggests that girls are met with a sense of shame over their own body and the mindset that unwanted attention is their own fault. Dress codes also insult young boys as they make them out to be predatory “prisoners of their own hormones. ” There is slight indication of use of bias by selection of sources in this article. This is evident as an emphasis is placed on the perspective of people against dress codes; thus making this position appear more justified. Through this article, I learned more on the reasoning behind the mass controversy surrounding school dress codes. I was exposed to more opinions than just those of my peers; including parents’ positions on both sides and how the restrictions on girls’ clothing can also affect boys. This article is a useful source as, although there is a slight bias towards the negatives of school dress codes, it includes reasoning to defend the positions of a variety of different groups.

The graphic “TDSB School Dress codes by the Number” is associated with school dress codes as it is a visual representation of all Greater Toronto Area schools with dress codes in place. It also sheds light on the severity of the school dress code guide lines as it is up to each school to individually formulate the jurisdictions surrounding appropriate dress. The red pins on the map represent schools that have additional rules that are not included in the TDSB Appropriate Dress Operational Procedure (PR596).

The blue pins represent schools that have placed a ban on crop tops and the green pins show schools that have banned tank tops that expose undergarments. The source also includes specific data on the perspectives of the schools; 46% of the schools say their dress code is in place to “promote a positive learning environment”, 18% of school dress codes refer to revealing clothing as a distraction, and 11% of dress codes refer to revealing clothing as “sexually explicit” or “vulgar. ” There is an element of bias by omission in the source as the graphic shows only schools who have added to the TDSB dress code policy; this leaves a grey area as that the viewer is not able to see the percentage of schools with no specified dress code. Through researching this source, I have learned more about the actual numbers behind which schools have stricter or more specified dress codes. This article is useful as it contains concrete facts and statistics on TDSB dress codes rather than opinions.

Malvern Code of Conduct. Toronto. This resource, available on the Malvern website, is Malvern’s code of conduct which details the respect that students should demonstrate for the learning process, themselves and others, safety, and property. Malvern’s official dress code, as of 2009, is described under the respect for self and others section. The code includes numerous jurisdictions surrounding what is appropriate to wear to school; these regulations include a ban on bandanas and hoods, visible undergarments, exposed mid-drifts etc. Through this source, I learned that this code embodies the concerns of people against school dress codes as it promotes the sexualisation of adolescents, instills students with a sense of shame, and even contributes to rape culture. The sexualisation of teenagers is apparent within the code as it is unnecessarily deeming mid-drifts as a sexual part of the body by saying that it cannot be shown. It also says that if students are dressed inappropriately they will be asked to “cover-up” or even leave the school. Finally the code specifies that students are “expected to dress in a neat and tidy manner that is neither distracting nor provocative. ” This implies that if a student receives unwanted sexual attention or harassment it is their own fault and the way they present themselves is “distracting or provocative. ” This source is beneficial as it provides a real example of a high school dress code with all the specifications.

The resource by Marietta College is a thesis that looks at the correlation between elementary school dress codes and student behaviour. The researcher indicates that dress codes and school uniforms are shown to improve student behaviour. Stricter school dress codes or uniforms improve many serious behavioural issues including theft, violence, bullying, and low self-esteem. It also voices teachers’ opinions on revealing clothing; girls tend to dress more provocatively or “too old” for their age which contributes to the need for dress codes as students’ focus should be on academics. Bias by omission and bias by selection of sources is present in this thesis as the information collected is solely reflective of the teachers’ opinions and statements; “this study looked at the views and outlook of teachers regarding feelings and attitudes of dress codes and student behavior. ”

Through researching this source, I have learned more about the reasons why dress codes should be in place. I’ve learned that clothing choices can be linked to violence and crime as wearing out dated clothing can result in bullying and wearing expensive clothing can result in theft. This source is relevant and useful to the topic of school dress codes as it is important to understand teachers’ perspectives and the negative effects of not having a dress code in place.