School Uniforms

School Uniforms: A Positive Learning Environment
Sarah Padilla
Reading Area Community College
COM 141
Fall 2014
Timothy Erdman

Table of Context
Abstract……………………………………………………………………………………3
Introduction………………………………………………………………………………..4
Discussion……………………………………………………………………………….4-6
Positive Learning Environment…………………………………………………4-5 Decreases Violence……………………………………………………………......5 Violation of Student Rights……………………………………………………….5 Student Confidence/Esteem……………………………………………………….6
Conclusion………………………………………………………………………………...6
Reference………………………………………………………………………………….7

Abstract
This paper focuses on the positive effects provided by the use of uniforms in the school environment. The goal of this research is to prove that while students’ First Amendment rights may become limited, the use of school uniforms can create a safe and secure environment that enhances the educational growth of students. By highlighting the benefits of a positive learning environment and correlating this environment with the use of uniforms, it can be proved that this policy is a necessity in public and private schools. These findings can further be used to eliminate any negative connotations related to the enforcement of school uniforms made by students, parents, and school staff.

Introduction:
The discussion over school uniforms has been a heated debate amongst administrators, staff, and students for decades. While common in private schools, uniforms are beginning to show up in public schools across the nation. Most students resist, which is why it is important to highlight the positives of enforcing a school uniform policy. While implementing a school uniform policy can be viewed as a violation of student rights, school uniforms create a positive learning environment and decrease school violence for students in public and private schools.
Currently, no state legislature or state department of education mandates the use of student uniforms or specific dress codes. However, research has identified 21 states and the District of Columbia that have passed policies authorizing districts or schools to require uniforms (Madrid and Garcia, 1999). According to the U.S. Department of Education’s Manual on School Uniforms, many large public school systems, including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St. Louis, have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools (Madrid and Garcia, 1999). In May 2000, the Philadelphia Board of Education became the first large city board to require school uniforms in all grades in the city’s 259 public schools, which is approximately 200,000 students (Madrid and Garcia 1999). The use of school uniforms in public schools is becoming a more prominent tool in providing a learning environment for students of all ages.
Discussion:
Providing a positive learning environment is one of the key components necessary in reaching the educational goals of any school. A positive learning environment exists when all students feel comfortable, wanted, valued, accepted, and secure in a system where they can communicate with caring people that they trust. The general attitude of the school affects everyone associated with the school including students, staff, parents, and the community. A positive learning environment is simply the belief system that underlies the operation of a school, creating a climate conducive to education (Doctor, 1997). Social pressures, especially those dealing with what kids are wearing, can commonly interrupt this learning environment. School administrators, often with parent and student support, argue that students have grown so fashion conscious that they are distracted from their studies with thoughts about their appearance (Gullatt, 1999). These administrators further state that popular clothing has become so expensive that families are becoming economically squeezed by peer pressure to dress as others do (Gullatt, 1999). Research indicates that that children and adolescents are well aware of brand labels in clothing, furthering the pressures for students to wear higher-end articles of clothing, in order to fit in with their peers (LaPoint, Alleyne, Mitchell, & Lee, 2003). Advocates believe that uniforms increase student learning and positive attitudes toward school through an enhanced learning environment (Brunsma and Rockquemore, 2003).
“It is clear that a positive school and classroom climate can have a major effect on the achievement and behavior of students. It is not always an easy task to create a school or classroom that focuses on a positive learning environment conducive to learning. Making it happen will require the community, school teachers, parents, and students working together, a commitment from all stakeholders, and a major shift in thinking” (Brendtro, Brokenleg, & Bockern, 1990). This positive school climate can have a major impact on the success of all students in the school. Research has consistently shown a link between a positive learning environment and other important measurements of school success, such as academic achievement, high morale, staff productivity, and effective management (Doctor, 1997). Every child is entitled to a positive learning environment in order to grow into a successful student, and furthermore a successful human being. Issues created by bullying, violence, and gang involvement can often derail a positive learning environment for students. Some children feel unsafe in schools and may stay home or skip classes because of intimidation or fear of bodily harm (Workman and Freeburg, 2006). Many health professionals have labeled violence among today’s youth, especially at school, as a potential threat to the overall health and academic success of children (Gullatt, 1999). Approximately one in four students reports worrying about becoming a victim of crime or threats at school, and one in eight reports having been victimized at school (Gullatt, 1999).
School related gang violence is another key issue that can be subdued with the use of school uniforms. The fashion trends at school, especially urban schools, are largely dominated by children wearing gang related or gang like clothing (Gullatt, 1999). Since this gang related clothing is usually color-coded, children wearing certain types of clothing may become unknowing targets for violence (Gullatt, 1999). Another less-recognized benefit of school uniforms is the issue of school security. Research has clearly shown that school uniforms promote student safety by making it easier to identify people who do not belong on school grounds (Bomba, Elmore, Tidwell, & West, 1999). According to the Manual on School Uniforms, 1 year after the Long Beach school district implemented a school uniform policy, the district reported a remarkable decrease in school crime, student fights, sex offenses, weapon offenses, assault and battery offenses, and vandalism (Bomba, Elmore, Tidwell, & West, 1999). School administrators who are concerned about violence have implemented such security measures as metal detectors, zero tolerance policies, and school uniforms. The U.S. Department of Education has encouraged schools to implement these policies requiring the wearing of uniforms because school uniforms are believed to promote school safety, improve discipline, and enhance the learning environment. No child should have to worry about safety, as it is the responsibility of the school system to provide an environment that allows for the focus of young minds to be on education.
While there are many benefits that come along with the use of school uniforms, there are also clear negative implications to this policy. Some researchers argue that uniform policies violate students’ right to free expression, teach students a negative lesson about conformity, create financial hardships for poorer family, and create problems for teachers attempting to enforce compliance (Bomba, Elmore, Tidwell, & West, 1999). The limitations put upon students’ First Amendment rights is one of the largest arguments against the use of uniforms. Removing the freedom to choose their own dress may cause some negative consequences during the crucial years of childhood development. “In deciding whether or not to implement a school uniform policy, schools must juggle two ideals of justice that are apparently in conflict: a student’s right to freedom of expression and the need for a safe, focused, positive school environment.” (Gullatt, 1999).
While self-expression is an essential piece of any growing child, it can be argued that this expression can be made through other outlets. Students can participate in different recreational activities, express themselves through scholarly writings, or even take an art or music class through the school. When the goal of safety is not met, self-expression simply falls to the wayside in order to protect students and allow them to continue to enjoy their education.
Conclusion:
While implementing a school uniform policy can be viewed as a violation of student rights, school uniforms create a positive learning environment and decrease school violence for students in public and private schools. Students may lose some of their freedom of expression in fashion, but instead will gain a safe, secure, and accepting environment which will allow them find other ways to express themselves. Distractions created by student safety and keeping up with peers in fashion trends will be illuminated, as well as reducing gang-related violence due to the purposeful or accidental wearing of gang-affiliated clothing. Uniforms provide a climate that will improve the educational lives of students and better promote a learning-focused environment in any school.

References
Bomba, A. K., Elmore, P. A., Tidwell, D. K., & West, C. K. (1999). Attitudes of Parents about School Uniforms. Journal of Family and Consumer Sciences, 91(2), 92-96.
Brendtro, L., M. Brokenleg, and S. Van Bockern. Reclaiming Youth at Risk: Our Hope for the Future. Copyright 1990 by the National Educational Service, 304 West Kirkwood Avenue, Bloomington, IN 47404, 800-733-6786, www.nesonline.com.
Brunsma, D. L., & Rockquemore K. A. (2003). Statistics, Sound Bites, and School Uniforms: A Reply to Bodine. The Journal of Educational Research, 97(2), 72-77.
Doctor, Susan. (1997). Environmental Checklist. Positive School Climate, Section 3. http://www.edu.gov.mb.ca/k12/specedu/beh/pdf/3.pdf.
Gullatt, D. E. (1999). Rationales and Strategies for Amending the School Dress Code to Accommodate Student Uniforms. American Secondary Education, 27(4). 39-47.
LaPoint, V., Alleyne, S. I., Mitchell, H. W., & Lee, J. (2003). Attitudes of Youth of Color on Student Dress and Uniforms: A Case of Commercialism in Schools. The Journal of Negro Education, 72(4), 406-416.
Madrid, Max J. and Garcia, Elizabeth A. (1999). Student Dress Codes: Constitutional Requirements and Policy Suggestions. Modrall, Sperling, Roehl, Harris & Sisk, P.A.
Workman, J. E., & Freeburg B. W. (2006). Safety and Security in a School Environment: The Role of Dress Code Policies. Journal of Family and Consumer Sciences 98(2), 19-24.

References: Bomba, A. K., Elmore, P. A., Tidwell, D. K., & West, C. K. (1999). Attitudes of Parents about School Uniforms. Journal of Family and Consumer Sciences, 91(2), 92-96. Brendtro, L., M. Brokenleg, and S. Van Bockern. Reclaiming Youth at Risk: Our Hope for the Future. Copyright 1990 by the National Educational Service, 304 West Kirkwood Avenue, Bloomington, IN 47404, 800-733-6786, www.nesonline.com. Brunsma, D. L., & Rockquemore K. A. (2003). Statistics, Sound Bites, and School Uniforms: A Reply to Bodine. The Journal of Educational Research, 97(2), 72-77. Doctor, Susan. (1997). Environmental Checklist. Positive School Climate, Section 3. http://www.edu.gov.mb.ca/k12/specedu/beh/pdf/3.pdf. Gullatt, D. E. (1999). Rationales and Strategies for Amending the School Dress Code to Accommodate Student Uniforms. American Secondary Education, 27(4). 39-47. LaPoint, V., Alleyne, S. I., Mitchell, H. W., & Lee, J. (2003). Attitudes of Youth of Color on Student Dress and Uniforms: A Case of Commercialism in Schools. The Journal of Negro Education, 72(4), 406-416. Madrid, Max J. and Garcia, Elizabeth A. (1999). Student Dress Codes: Constitutional Requirements and Policy Suggestions. Modrall, Sperling, Roehl, Harris & Sisk, P.A. Workman, J. E., & Freeburg B. W. (2006). Safety and Security in a School Environment: The Role of Dress Code Policies. Journal of Family and Consumer Sciences 98(2), 19-24.