Impact of a Dress Code in an Urban Middle School 1

Impact of a Dress Code in an Urban Middle School

Daniel Medina
Spring 2014
INTE 6720














Impact of a Dress Code in an Urban Middle School 2

Introduction and Problem Statement
For the past three years I have been teaching 8
th
Grade Social Studies in an urban
Middle School. The first year I taught at my school there was no dress code policy in
place. Over the last 2 years our school has implemented a mandatory dress code
policy, in an attempt to build a safer learning environment for students and staff
alike.
Over the course of 2 years I have noticed both the advantages and disadvantages that
a dress code has to offer with the population of students that we serve. The
advantages are manifested with less noticeable gang activity along with an increased
sense of community within the student body. However, it also seems to place low
income families at a disadvantage. The disadvantage stems from the fact that paying
for uniforms can be a challenge for some low income families. The dress code
presented an excellent learning opportunity for me to build a greater understanding
of the impact it has within our school and the community that it serves.
Purposed and Intended Audience
The purpose of my research was to gain insight surrounding the impacts that a dress
code has on major stakeholders such as students, teachers, administrators and
families within an urban Middle School. My research included both quantitative and
qualitative data from teachers, students, administrators and a school counselor. The
quantitative data was used to researched and identify the similarities or differences
that exist between teacher and student perceptions of school safety as well as its
impact upon the learning environment. Qualitative data analysis was accomplished
through interviews. I analyzed the interviews of teachers and an administrator
surrounding the advantages or disadvantages of the dress code. A school counselor
was interviewed to provide me with information about the impacts that the dress
code has upon families and students.
The intended audiences for this action research project are eighth grade teachers,
administrators and students. Eighth grade teachers have mixed feelings on the
effectiveness and impact of the dress code. This project will provide them with more
angles when dealing with dress code issues moving forward. Ultimately, the dress
code impacts students and their families the most.
Research Questions
According to Stringer reflection often reveals subsidiary questions that provide the
basis for a more systematic and comprehensive investigation (Stringer, 2007, p. 101).
I feel that the 4 guiding questions allowed me to complete a comprehensive
investigation by uncovering the underlining effects that the dress code has had upon
our school by getting to the core of the research. It was evident during the interview
and survey process that the stakeholders involved were prompted to think about and
reflect upon the impact of the dress code in our school. These are the original
overarching questions that guided all of my research.
Impact of a Dress Code in an Urban Middle School 3

What are advantages and disadvantages of a dress code?
This overarching question allowed me to gather data about the benefits and
drawbacks of our dress code. This provided the interviewee a chance to express
their beliefs in a way that is most relevant to them.
How does a dress code impact the perception of safety?
It is difficult to prove that a dress code makes our school a safer place.
However, this question helped me to gain a much clearer understanding on how
stakeholders in our school view the connection between the dress code and the
perception of school safety.
How does the dress code impact the learning environment?
This question was used to gain insight into various aspects that affect our
classrooms in relation to the dress code. The question allowed me to compare
and contrast the different in perspective between teachers and students.
How does the dress code impact families?
I wanted to create a piece of inquiry to figure out how the dress code impacts
the families we serve.
Context of Study
The Middle School I teach at has been serving its community for the last 23 years. The
school serves a highly diverse group of students, with a 76% population of Hispanic
students and with 85% of our students currently on free or reduced lunch. Three years
ago our school was restructured with administrators and staff due to consistently poor
TCAP performance. With the announcement that our school would undergo and apply
for the International Baccalaureate (IB) Middle Years Programme (MYP) accreditation
it hired many new teachers. The goal of hiring new teachers was to build a staff that
supports flexible planning, co-teaching and interdisciplinary units of study. Due to the
fact that IB-MYP fosters rigorous learning while promoting global awareness and
appreciation for cultures it was pursued by our administration. We strive to instill in
our students an appreciation for all cultures through teaching global contexts and by
offering 3 languages.
The year after our goals for IB-MYP accreditation were pursued our administration
implemented a mandatory dress code. The area of town that our school resides in has
above average gang activity and so our administration wanted to eliminate its visual
presence in our school. The overall goal was to promote a safer learning environment
for students and teachers. Two years after the dress code implementation, there are
still questions surrounding the dress code and its impact and effectiveness. The dress
code requires students to wear khaki pants with either a blue, grey or white collared
shirt. I consistently hear comments from teachers and students about the dress code,
which makes this action research study worth pursuing.
Impact of a Dress Code in an Urban Middle School 4

Literature Review
The dress code presents an excellent learning opportunity for me to build a greater
understanding of the impact it has within our school and the community that it
serves. Therefore, this literature review was undertaken to determine what current
research have been conducted on the topic. Stringer holds the review and analysis of
literature sets the stage for a later process in which official and academic viewpoints
are compared and contrasted with research participant perspectives (Stringer, 2007,
p.218). In comparing literature to my research I was able to develop a stronger sense
of validity between previous research and my own.
Literature Review Questions
Research Questions Literature Review
Questions
Key Search Phrases
What are advantages and
disadvantages of a dress
code?

What advantages and
disadvantages does a dress
code offer schools?
Dress code benefits
Disadvantages of dress
codes
Dress code reform
How does a dress code
impact the perception of
safety?

How does a dress code
make a school safer?
Dress codes in schools
Violence
Gang prevention
How does the dress code
impact the learning
environment?

How does a dress code
impact the learning
environment?
Dress code and
learning environment
School Climate
Equality
How does the dress code
impact families?

What impact does a dress
code have upon families?
Dress codes and
families
Low-Income
Communities

Literature Search Procedures
I originally started off my research using a Google search. After a basic search, I
realized that there were few quality resources that I could use to include in my
research. Many were not research based, while others had to be paid for. From that
point on, I began to search for articles using academic based library systems such as
ERIC and JSTOR. I also used Google Scholar occasionally to conduct some research as
Impact of a Dress Code in an Urban Middle School 5

well. Another method I used was taking authors, articles and key words from the
bibliographies of references. For example, I was able to come away with the key
search word of dress code reform which led to me other themes. Using this
technique eventually led me to some of the key references that I used in my research.
I began my search looking for resources surrounding urban Middle School dress codes
in particular. However, the results produced the overarching theme of dress codes
spanning across various grade levels. I decided to broaden my search by focusing on
the impacts of a school dress code and uniforms. For each literature review research
question, I used key words that are listed the matrix listed above. In an effort to
organize my questions, sources and information I created a basic chart to track
common themes and ideas. I then transferred the common themes and ideas to a
mind map by listing the information on http://www.spiderscribe.net/. Creating and
posting emerging themes on the mind map helped me to really think about how
certain themes connect and reinforce one another. Employing these methods within
the research allowed me to access 8 quality peer reviewed articles.
Literature Review Findings
Perception of School Safety
Dress codes serve several purposes, among them is in an attempt to create a stronger
perception of safety within schools. From the aspect of safety, dress codes are
instituted to prevent the noticeable presence of gang activity and other dangerous
behaviors such as bullying and sexual harassment. Proponents of school dress codes
hold the common belief that reforming a dress code to prohibit dress of this type will
reduce exposure of students to intimidating behaviors and help create a more civil
school climate (Studak & Workman, 2007, p.24). Proponents also hold that placing
students into a predictable daily routine encourages acceptable behaviors. Out of the
ordinary negative behaviors and appearance cues should trigger further observation
and investigation to determine if there is a threat to the safety of a student, group of
students, or to school property (Studak & Workman, 2007, p.25). However, dress
codes undeniably enhance school safety by providing simple indicators by helping
school officials identify trespassers on campus (Lumsden & Miller, 2002, p.2). Critics
on the other hand hold the common argument that dress codes merely increase the
perception of school safety, due to the lack of empirical evidence linked to a
decrease in substance abuse or the impact on student attendance.
Advantages of Dress Code
There are several advantages of having dress codes within schools. First, there is a
general perception that dress codes can unite a school and promote a greater sense of
of oneness among the student body and as a means of stimulating student conformity
to school goals (Wendell, 2002, p.5). Creating a culture of teamwork encourages
students to be more understanding and accepting of others. Along with the notion
that dress codes and uniforms create a sense of student unity, there is also a
perception that student equality is instituted as well. Angela Walmsely claims that
since everyone looks basically the same, differences in economic status are not as
Impact of a Dress Code in an Urban Middle School 6

blatant, because students dress in uniforms; theyre reminded their job is to be a
student (Walmsely, 2011, p.64). Dress code and uniform reforms are commonly
implemented because of the general feeling that when students get "dressed-up,"
there are fewer behavior problems (Elliot, 1984, p.26). These are some of the main
arguments for those who campaign the cause of dress code reform.
Disadvantages of a Dress Code
Dress codes and uniforms create a few noticeable disadvantages for staff and students
alike. Enforcing dress codes can draw considerable time away from staff and student
learning. Since most of the schools in the U.S. have written dress codes, teachers
and administrators spend considerable time addressing issues when students dont
comply with the dress code (Walmsely, 2011, p.66). Dress codes can also place a
burden among administrators and staff to stay informed about the latest trends and
fashions that impede school policies. According to Wendell part of the problem that
schools can face when implementing a dress code is that youth fashions change so
frequently that its difficult for administrators to keep up (Wendell, 2002, p.6).
Opponents of dress code policies challenge them upon the basis that it restricts
students abilities to function in a democratic society by limiting their choices. For
example, Weisenberger states restricting student free speech, however, prevents
students from developing critical thinking skills (Weisenberger, 2000, p.61). Critical
thinking skills are precisely the skills that students will need if they are going to be
successful in their education moving forward.
Impact upon Families
The impact that dress codes have upon families has mixed results. There are
considerable advantages and disadvantages for families. The greatest concern is that
of the financial burden it places upon parents and their students. Opponents of dress
codes point to financial burden it places upon low-income families (Wendell, 2002,
p.2). On the other hand, supporters of dress codes claim that the cost of uniforms is
significantly less than the cost of latest fashions (Wendell, 2002, p.6). Supporters
also point to the notion that dress codes promote a sense of relief that it provides to
low-income families. Knowing that potential socio-economic barriers are levied tends
to ease the anxieties of some parents. At the same time, there is a view that dress
codes can create feelings of frustrations among parents and students through the
restriction of expression and values. For example, some contend that the right and
responsibility of parents to socialize their children in accordance with their own
family values, which may conflict or compete with educational policies (Holloman et
al., 1996, p. 277). This argument also stems from the underlining principle that dress
codes hinder a students ability to express their beliefs.
Impact upon the Learning Environment
There is very little that proves that uniforms or dress codes raise test scores.
However, there are clear indicators that dress codes can promote and help create a
greater learning evnironment for all students. For example, dress codes can improve
Impact of a Dress Code in an Urban Middle School 7

relationships between student and teachers by placing all students on an equal level,
immediately removing potential labels by peers and staff (Lumsden & Miller, 2002,
p.2). The impact could potentially lead to a greater degree of respect between
students, their peers and teachers. Certain distractions that detract from the learning
environment such as noticeable social inequalities, sexual promiscuity and perceived
threats of safety can be limited through a dress code. Dress codes limit certain
aspects of a school environment that can disrupt student learning. For example,
Wendell states that uniforms set the proper tone for proper attitude toward work,
by reminding students that they are in school to learn and not make a fashion
statement (Wendell, 2002, p.6). Therefore, proponents of dress codes argue that
overall learning is impacted in a positive manner because of the increased sense of
professionalism.
Quality of Literature
I was critical of the sources that chose to conduct research. I only utilized academic
libraries with the exception of Google Scholar. When I searched for references I made
sure to look for quality peer reviewed information. For every article I used I analyzed
the abstract portion and made sure that there were other references listed as well. A
couple of the articles that I used were dated in the 1980s but the information that
gathered from them matched trends that I was seeing with other articles. Using this
method I figured it would be appropriate to include them into my research. The
article that describes the differences in philosophy between the U.K. and the U.S.
seemed a little slanted. Some of the blanketed statements about U.S. schools were
written to make the reader feel less secure about its dress code philosophy. In order
to avoid the potential trap I sifted the information I was considering and made sure it
also aligned to reoccurring trends that I uncovered.
Gap in Literature
There is an extensive amount of information on dress codes in general. A basic search
can yield extensive results ranging from topics such as safety, impact on families and
the legalities of dress codes. This research is necessary to determine if dress codes
are worth the time, energy and resources spent to implement them. It is also
necessary to determine if dress codes put students and their families at an advantage
or disadvantage. A significant portion of the information is opinion based and bias. On
the other hand, some of the information is researched and based on studies.
However, one source made mention of students reciprocating positive feelings toward
a dress code if teachers wore professional attire or something similar to a dress code.
I did find one source, though outdated it stated that the most powerful image a
profession can project to the public is through its dress and a desire to achieve
individuality, teachers have rejected the notion of standard attire (Lang, 1986, p.
278). So much has been written about student dress codes and its impacts, but I only
found one reference that mentioned the impact of teachers and dress code reform.
The author mentioned that much research has to be conducted on the topic moving
forward, but it was very challenging to find much of anything.
Impact of a Dress Code in an Urban Middle School 8


Methods
To further my understanding of the overall impact of our dress code I decided to
pursue an action research study based upon the combination of both qualitative and
quantitative analysis. Stringer holds that in quantitative studies, random selection of
participants is the most common method for determining who will take part, but
qualitative and action research studies require a different process, often called
purposeful sampling, that consciously selects people on the basis of a particular set of
attributes (Stringer, 2007, p.77). This is precisely the plan of action that I followed
when conducting my research.
I interviewed 3 teachers, 1 administrator and a school counselor. The teachers and
administrator have experience working in schools with and without a dress code. The
interviews helped me to indentify key underlining themes in the perceptions regarding
the advantages and disadvantages of the school dress code. The interview with a
counselor provided insight about how the dress impacts our families. I categorized the
information on the most common impacts that the dress code has upon families. The
qualitative research allowed me to gather information about participants
experiences and perspectives and to define the problem or issues in terms that makes
sense in their own terms (Stringer, 2007, p.101). This was an essential part of my
research because each stake holder has a unique perspective on the topic of dress
codes.
I conducted a survey and delivered it to 8
th
grade teachers and all of the students that
I teach. I analyzed the data in order to compare and contrast the perception of school
safety as well the impact a dress code has upon the learning environment. In an
attempt to gather as much information as possible I surveyed 134 of my students
because we have students that miss school frequently. Being that the survey is
limited in what it can provide, I kept the questions multiple choice and brief.
Approaching the surveys in this fashion helped me to access information, comparing
people from different groups men and women, people from different age groups,
people of different race or ethnicity, and so on (Stringer, 2007, p.122). Following
this approached provided rich and diverse data, which furthered validation of the
occurring themes.
Site Selection and Sampling
The research project was conducted within the school that I currently teach at. The
reason I chose to research within my place of work is because I have direct access to
all of the stakeholders involved. For example, I chose to interview various groups
ranging from teachers, administrators, a counselor and the students that I teach. The
diversity of stakeholders provided me with diverse perspectives and rich insight.
Stringer holds that researchers, therefore, need to ensure that all stakeholders
people whose lives are affected participate in defining and exploring the problem or
service under investigation (Stringer, 2007, p.77). All of the stakeholders are
directly impacted by the dress code, while the counselor works directly with the
Impact of a Dress Code in an Urban Middle School 9

parents. This has provided me with valuable information into how the families of our
students are impacted by the dress code.
To gain contact with all of the stakeholders I sent out an email about the purpose of
the research study. After all of the interviewees agreed to be interviewed, I arranged
meetings around their schedules and in space of work. This created a sense of
comfort during the interviews, because meeting with people in places where they
feel at home enables them to speak more freely (Stinger, 2007, p.84). I then
provided the interview protocol form to every interviewee in an attempt to reaffirm
the purpose of the study and its confidentiality. When conducting surveys with
teachers and students I presented them with the survey protocol document that also
reaffirmed that their responses were voluntary, anonymous, and that their responses
could be removed from the research at any time. To my amazement, students were
really excited to provide their feedback about the dress code and their perceptions of
it. I refrained from using a recording device, because I was asked a couple of times to
not use it. From that point I felt it was best to keep things simpler and to only write
down responses. The steps mentioned above were taken in order to ensure that
participants come to no harm as a result of their participation in the research
project (Stringer, 2007, p.89), thus upholding the ethical integrity of the research
process.
Data Collection Methods
The information and data that I collected for the action research study was conducted
through a series of interviews and surveys given to various stakeholders. Since
interviews are considered to be a major component of action research I decided to
use them to gather qualitative information. According to Stringer interviews provide
opportunities for participants to describe the situation in their own terms (Stringer,
2007, p. 105). The interviews were conducted using the interview protocol form and
in an informal fashion. Following the protocol form reassured the interviewee of their
confidentiality as well as reinforcing the purpose of the research, this aided in
creating a greater sense of relevance.
Surveys surrounding the dress code and how it impacts the learning environment and
perception of safety were given to teachers and students. The approach I took
allowed me to compare and contrast the difference in perceptions between the two.
The survey was conducted under the premise that it may provide a very useful tool
for extending the data collection process to a broader range of participants
(Stringer, 2007, p. 118). The survey consisted of 5 questions that included rating and
range responses. Students and teachers both took the same survey, because I wanted
to be able clearly compare and contrast both perspectives. The data gathered from
the surveys provided additional insight to compare to the information that was
collected during the interview process.


Impact of a Dress Code in an Urban Middle School 10

Research Questions Collection Methods
What are advantages and disadvantages
of a dress code?

Interview 3 teachers and 1 administrator
independently.


How does a dress code impact the
perception of safety?

Survey with 8
th
grade teachers and
students.
How does the dress code impact the
learning environment?

Survey with 8
th
grade teachers and
students.
How does the dress code impact families?

Interview with school counselor.
How does the dress code impact families?

Interview with school counselor.
Data Collection Analysis
Qualitative data was analyzed in the following fashion. The first step in the process
was to take all of the interview data and sift through it. I read each interview a
couple of times to try and get a better feel about the notes I gathered and how each
interview went. The intent of this part of the process was to identify units of
meaningstatements that have discrete meaning when isolated from other
information (Stringer, 2007, p. 142). I then created a matrix using the each
interviewee and their response to each question and created categories according to
the questions that I asked. I then entered in all of the key information from each
interviewee. According to Koshy, following this protocol helps you keep focused on
all the data sets, when you report your findings you may wish to present these in a
table (Koshy, 2010, p. 103.) At this point, I was able to compare and contrast each
interview and to develop the themes. Stringer holds that categories associated with
each stake holding group have been placed in a system of categories it may be
possible to identify themes held in common across stakeholder groups (Stringer,
2007, p. 143). Following these basic steps ensured that I was able to make sense of
my data and develop key themes that were essential to answer my research
questions.
The quantitative data was collected using a Google Form. I chose Google forms
because the surveys automatically break down the data into graphs and charts. Being
able to display quantitative data in this fashion makes it easier for readers to
understand the information (Koshy, 2010, P.102). Most of the survey was completed
through answering multiple choice questions, which reported every question but one
by percentage. Survey questions with calculated percentages aided me with my
previous research that was conducted through the interviews. For example, It
provides the means to check whether information acquired from participants in the
first cycles of a process is relevant to other individuals and groups (Stringer, 2007,
Impact of a Dress Code in an Urban Middle School 11

p.118). Previous acquired qualitative data allowed me to continue comparing trends
and themes in an attempt to confirm the surveyed information. For the one rating
scale question, I followed the basic protocol that was provided to us in order to
determine the mean or average for the responses given. Following these steps
allowed me to make sense of all the data in order answer the research questions tied
to them.
Schedule
Step Purposed Date
Actual Date
TCAP Testing

March 3
rd
, 4
th
& 11
th
March 3
rd
, 4
th
& 11
th

Interview with Counselor

March 7
th
March 10
th

Teacher & Student Surveys

March 10
th
-14th March 17
th
-21
st

Literature Review

March 15
th
March 15
th

Interview with Admin an
Teachers
March 17
th
-21
st
March 17
th
-April 4
th

Spring Break

March 24
th
-28
th
March 24
th
-28
th

Research Findings

April 12th April 19
th

Final Action Research
Paper
May 10th May 3
rd


Checks for Rigor
The credibility of my research was achieved though the interviews involving the
various groups of stakeholders as well as the inclusion of the perspectives of families.
Using the various perspectives and methods of research allowed me to develop
themes in order to discern the validity of my research. The outcomes of the action
research study will be applied to future meetings and discussions about policies
implemented within our school. This would be an honest attempt to reflect what is
best for the community we serve. The procedures could also be applied to future
studies or research that I would undertake within a school or professional setting.
Dependability was established through following Koshys research spiral but also by
being fluid, open and responsive (Koshy, 2010, p.5) to the perspectives of the
stakeholders. The core of my research focused around the 4 questions and was
conducted in an unbiased fashion. I have been working with a majority of the
teachers, administrators and support staff for the last 3 years. I feel very confident
that the information gained from them will be trustworthy and dependable.
Unfortunately, I was not able to obtain data from the office regarding student
behavior as I originally planned.
Impact of a Dress Code in an Urban Middle School 12


Findings
Advantages of a Dress Code
From the research I conducted I found that dress codes have several advantages. The
greatest advantage is that of the increased perceived sense of equity that is
established. Equity was one of the major themes that was discussed in nearly every
conversation that I had during the interview process. For example, several teachers
stated that the dress code helps hide the social inequalities that exist between
students. Similarly, a dress code helps to alleviate any potential negative messages
that can be displayed by students as well as prevention of inappropriate dress. On a
couple of occasions teachers made comments about not having to see and deal with
seeing certain body parts. There is also a perception among staff and administrators
that a dress code also creates a sense of community and professionalism within the
students.
Beyond the sense of equity that a dress code brings to a school, there are also
certain advantages that extend to an urban middle school. For example, a dress code
can aid in removing financial burden from among families who could not normally
afford expensive clothing. Once teacher mentioned that its easier to go out and buy
3 or 4 collared shirts for the cost of name brand shirt.This is turn creates a sense of
relief for not having to compete with other families. Since students all appear the
same a dress code can also help to remove potential labels that students create for
one another, or even labels that teachers create for students. Due to this, there is a
perception of a greater degree between the fairness of students and teachers. The
one aspect that cannot be debated in its concreteness is the fact that a dress code
clearly distinguishes who belongs on a campus and who does not. One teacher put it
best in these terms our dress code only creates a safer place because we can tell
who belongs here and who does not. This does create a safer school in the sense
that it is much easier to identity intruders.
Disadvantages of a Dress Code
When considering the implementation of a dress code there are a few disadvantages
to consider as well. During the interview process a few staff members stated that
they believed dress codes restricts the freedom of expression while limiting the
individualism of our students. These same teachers also stated that they miss being
able to see who our students really are. The enforcement of our dress code also
creates a time management issue for teachers, students and administrators. For
example, when students push the boundaries teachers are forced to spend time
addressing the issue. The administrator that I interviewed stated its such a waste of
time to deal with dress code issues, not to mention having to suspend students for
violating the dress code. When students go to the office they miss instructional time
and administration has to take time to deal with the issue. Along the same line,
contention can arise between staff and parents when staff fails to consistently
Impact of a Dress Code in an Urban Middle School 13

enforce the dress code. Our counselor stated it best when she said parental
complaints surrounding teacher inconsistencies breeds contempt among students.
Lastly, a dress code in an urban middle school can send the wrong message to the
community and students that we serve. For example, a dress code can tell the
families of our students that we dont trust them and that the dress code is another
form and measure to control students.
Impact upon Families
After conducting the interview with our counselor I walked away with the overall
feeling that the dress code mainly has a positive impact upon the families that we
serve. My justification lies within the emerging trends that were uncovered through
my research. For example, my original hypothesis was that dress code place families
at a disadvantage because of the necessity to purchase the articles of clothing.
However, my research proves that the most families find it to relieve any feelings to
compete with others by having to purchase more expensive brand name clothing. Of
the 800 plus students that attend our school only 51 asked for clothing vouchers in
order to purchase their clothing. This is a very minimal number that have sought
assistance. This is one example of the way the dress code places our families at an
advantage.
Families have also stated on several occasions that the dress code has also given them
some peace of mind. For example, parents have communicated that their student has
been able to make friends and have been socially accepted a lot easier. This can lead
to greater feelings to confidence within students. This is an effect of the equity
that a dress code creates. Students have a hard time visibly noticing the socio
economic status with others. The other aspect of the dress code that has aided
parents is the increased perception of professionalism with their student. On multiple
occasions parents have stated that it helps with the conversation with their student
about what is appropriate to wear to school. Although parents do complain about
having to buy dress code appropriate clothing, the complaints are very minimal
compared to all of the positive feedback that our counseling office receives. For the
reasons stated above, I have deduced that the dress code places a majority of our
parents at a distinct advantage.
Perception of School Safety
Of the 9 teachers who took my survey, 89% of them stated that the dress code we
currently have makes them feel safe. This is in comparison to the 1 teacher, who said
that the dress code does not improve their feeling of safety. When asked if they agree
that our dress code helps to limit dangerous behaviors such gang activity and bullying,
the responses were all in support of the dress code. For example, 56% of the teachers
surveyed said they strongly agree while 44% of the remaining portion of teachers
responded that they agreed with the statement. This led me to the premise that our
current dress code increases the perception of safety among teachers.
However, students had a vastly different perception of the dress code and its impact
upon safety. Of the 134 students that took the survey 68% responded that our dress
Impact of a Dress Code in an Urban Middle School 14

codes does not impact the way they feel about school safety, while the next highest
marked response of 17% was that the dress code makes me feel somewhat safe. On
the topic of the dress code limiting dangerous behaviors such as gang activity and
bullying, 36% of students said they strongly disagree while 33% responded that they
disagree. Only 26% of students responded that they agreed that our dress code limits
certain dangerous behaviors. These results led me to conclude that our dress code
plays a minimal role in the perception of safety among our students. This could be a
result of a couple of factors. For example, students usually know more than teachers
when it comes to what is happening in a school and who belongs in a gang or who is
considered a bully. The other factor could be that this group of students has been
removed from normal dress for a couple of years. A dress code could be familiarized
with our students, and in effect they may no longer see it as promoting safety. Or it
could be that the students simple wanted to communicate their displeasure with the
dress code.
Impact upon the Learning Environment
Regarding the topic that our dress code creates a better learning environment,
teachers averaged a much higher average mean than students. For example, the
mean for the 9 teachers surveyed was 3.8 on the rating scale of 1-5. Of the 134
students who took the survey the mean was significantly lower at 2.2 on the same
scale. Once again, there is a significant contrast between teachers and students.
Since this is a basic response and limited in its nature, there could be a number of
reasons for the differences between the two. Teachers perceive that the dress code
has created a better learning environment, whereas students do not believe that the
dress code does not improve the learning environment.
The contrast between teachers and students on the topic of dress code and its impact
on the learning environment is clarified further in the survey. Of the 9 teachers, 56%
stated that the dress code creates a greater sense of equality between students,
while 33% stated that it limits distractions. Only 1 teacher (11%) stated that it creates
distractions, but they did not clarify what type of distractions. On the other hand 38%
of students responded in the other impacts of the dress code category. The
response from their answers highlighted their dissatisfaction with the code. The two
most common answers were we dont like it and clothing has nothing to do with
learning. I considered this a less valid aspect of the research because interviewed
information matches more closely with the teacher survey responses. Also, the first
set of student responses correlated with the qualitative themes that I discovered
through the analysis. My rationale is based on the fact that the next highest student
response was 31% of students felt that the dress code aids in student equality,
followed by 15% of students stating that it limits distractions.
Although teachers and students differ significantly in their perception of the dress
code and its impact on the learning environment, a couple of things hold consistent
between the two. First, both teachers and students highest responses were that the
dress code creates a better learning environment through equality. Secondly, both
agree to an extent that a dress code limits distractions. Both of these takeaways
Impact of a Dress Code in an Urban Middle School 15

match the qualitative data that I gathered in my interviews. Though both agree on
the two highest rated responses of equity and distractions, students sharply disagreed
with the dress code and its overall impact on the learning environment. From this I
deduce that students may not fully understand the concept surrounding the
connection between distractions and equity to the learning environment.
Comparison of research to the literature review
Advantages of a Dress Code
On the topic of school safety and dress codes there are a few similarities between the
literature review and my research. For example, a dress code does increase the
perception of safety within a school. This is accomplished by the removal of certain
labels that are placed upon students, restricting clothing with certain messages and
through the prohibition of revealing clothing. Also, the visual noticeably of gang
activity is reduced significantly as well. Though much of safety is based upon
perception, there is one aspect that cannot be debated. A dress code clearly
identifies who belongs in the school and who does not. Due to this, there is an
increase in safety to a certain degree.
Advantages of a Dress Code in an Urban Middle School
The greatest advantage that a dress code offers is the increase of equity between
students. This was a reoccurring theme in my research as well as common indicator
from my literature review. Dress codes and uniform reforms are commonly
implemented because of the general feeling that when students get "dressed-up,"
there are fewer behavior problems (Elliot, 1984, p.26). Another advantage of a
dress code is it alleviates certain distractions within the learning environment, which
in turn could lead to greater problems down the road. Students being socially
accepted and viewed as part of community are another clear advantage of having a
dress code. The advantage for an urban middle school is that it removes burdens of
having to buy expensive clothing for their student.
Disadvantages of a Dress Code
The disadvantages of having a dress code are minimal but have the greatest impact
upon students. My research and literature review correlate in the following ways.
First, Since most of schools in the U.S. have written dress codes, teachers and
administrators spend considerable time addressing issues when students dont comply
with the dress code (Walmsely, 2011, p.66). This is a common drawback, because
teachers, students and administrators waste time addressing dress code issues instead
academic matters. The other significant disadvantage is that students cannot express
themselves openly, so there is a loss of individualism. The implementation of a dress
code does have one significant drawback with an urban middle school. Implementing
a dress code sends a message to the community that the school wants to control
students and their choices. This can lead to feelings of distrust between community
and the school.
Impact upon Families
Impact of a Dress Code in an Urban Middle School 16

The greatest concern is that of the financial burden it places upon parents and their
students. Critics of a dress code point to financial burden it places upon low-income
families (Wendell, 2002, p.2). This was a consistent theme with my research,
however the dress code seems to place low income families at more of an advantage.
The cost of collared shirt is considerably less than a name brand shirt. An opponent
argument that was present in my literature review was that it is the right and
responsibility of parents to socialize their children in accordance with their own
family values, which may conflict or compete with educational policies (Holloman et
al., 1996, p. 277). During my research I didnt come across one aspect of this concern
in relation to dress codes. In fact, if students have religious clothing, they can wear
them it our school. If family values or customs are a true necessity, then they are
protected under the 1
st
Amendment of the U.S. Constitution.
Limitations
The limitations within my research surround the fact that I was not able to interviews
any parents. Being able to interview parents would have given me a much more
insight upon the dress code and its affects upon families. The counselor provided
excellent information, but it would have been richer coming from parents. Student
surveys had some inappropriate remarks in several places, so I really questioned the
validity of student responses from their survey. Also, I was not able to access referral
data or other surveys as I was planning. Regardless of the limitations, this action
research study is valuable because it provides insight into the affects of a dress code
upon an urban middle school. All stakeholders involved should be informed the all the
information surrounding the decisions that we make, so that we can be better
informed to make decisions on critical issues moving forward.
Implications for Practice
The positive impact of the research is that teachers were pushed to really think about
their stance on the current dress code. With each perspective teachers were able to
clearly reflect and provide their view as well as their justification. Many students
were encouraged to think about the purpose for the dress code and its impact upon
the perception of safety and their learning. On the other hand, the negative impact
was the loss of time taken from student learning as well as time to complete job
related tasks from those I interviewed. I now know that there needs to be a better
plan of action on behalf of teachers and administrators to enforce the dress code. For
example, we need to create a system of continuity that holds teachers accountable
for enforcing the dress code and the administration that handles violations. In the
end, our rules are only as strong as the action that we take to ensure they are
consistently followed.
Conclusion
Overall, the implementation of a dress code has more advantages to offer than
disadvantages. This is especially true for urban middle school students. Many of the
issues that surround urban students can be alleviated by a dress code, including an
increase in social equity, learning environments with fewer distractions and less
Impact of a Dress Code in an Urban Middle School 17

noticeable dangerous behaviors. Socio-economic factors tend to play a reduced role in
learning environment when there is a dress code. In turn, this tends to place families
from all background in a more favorable position because the need to compete with
others is alleviated. The disadvantages include the lack of expression, the perception
of control and the time it takes away from academic matters. Overall, a dress code is
a great method to create a greater sense of safety, equity and community of learners
within a school. Considering the above, this research is valuable because it can be an
excellent source of information for anyone who is considering adopting a dress code
policy in their school.

References
Anderson, Wendell, (2002). School Dress Codes and Uniform Policies. Policy Report.
Washington, D.C. Office of Educational Research and Improvement,Vol.4, 3-20.
Elliot, David A., (1984) Return of the Dress Code: American Secondary Education, Vol.
13. 26
Gullatt, David E., (1999) Rationales and Strategies for Amending the School Dress
Code to Accommodate Student Uniforms. American Secondary Education, Vol. 27,
39-47
Koshy, V. (2010). Action research for improving educational practice (2nd ed.).
London: SAGE Publications.

Lang, Robert M. (1986) The Hidden Dress Code Dilemma. The Clearing House, Vol. 59,
No. 6, 277-279
Lillian O. Holloman, Velma LaPoint, Sylvan I. Alleyne, Ruth J. Palmer and Kathy
Sanders-Phillips (1996) Dress-Related Behavioral Problems and Violence in the Public
School Setting: Prevention, Intervention, and PolicyA Holistic Approach. The Journal
of Negro Education, Vol. 65, 267-281
Lumsden, Linda., & Miller, Gabriel.,(2002) Dress Codes and Uniforms. Research
Roundup, Vol. 18, 1-5.
Stringer, E. (2007). Action research (3
rd
ed.). Thousand Oaks, CA: Sage Publications,
Inc.
Studak, C. M., & Workman, J. E. (2007). Civil Behavior, Safe-School Planning, and
Dress Codes. Journal Of Family And Consumer Sciences, 99(3), 23-28.
Walmsely, Angela, (2011) What the United Kingdom Can Teach the United States
About School Uniforms, The Phi Delta Kappan, Vol. 92, 63-66
Impact of a Dress Code in an Urban Middle School 18

Weisenberger, C. (2000). Constitution or Conformity: When the Shirt Hits the Fan in
Public Schools. Journal Of Law And Education, 29(1), 51-61.
Appendices
Data Collection Tools
http://www.spiderscribe.net/app/?46f7cbd54ad78e943973127028349bce
https://docs.google.com/document/d/1YVPMQbdmWb2xJm_1oQYx4PWKOUyngQz-
A3SD4GTf0zo/edit?usp=sharing
https://docs.google.com/forms/d/1zAnmjLXBDxzFXSupqNMu6TwpsLIAI-
QEqbP9nzcC7Xg/viewform
https://docs.google.com/document/d/1wzog2pwG2MfSJk3XchE0Ixf6221akFl_LUqPqm
acSXk/edit?usp=sharing
Data Analysis
https://docs.google.com/document/d/1lRiZ0zHZXOO2FJo2j10gGwB_-
81VPibzCod9HGovC94/edit
http://www.spiderscribe.net/app/?46f7cbd54ad78e943973127028349bce

Teacher Survey Responses
Which statement best describes how you feel about our current dress code?

The dress code makes me feel very safe 0 0%
The dress code makes me feel safe 8 89%
The dress code makes me feel somewhat safe 0 0%
The dress code does not improve the way I feel about school safety 1 11%
Impact of a Dress Code in an Urban Middle School 19

How much do you agree with this statement? The dress code helps to limit dangerous behaviors
such as gang activity, bullying etc.

Strongly Agree 5 56%
Agree 4 44%
Disagree 0 0%
Strongly Disagree 0 0%
Do you agree or disagree with this statement? The dress code creates a better learning
environment.

1 0 0%
2 1 11%
3 1 11%
4 5 56%
5 2 22%
Impact of a Dress Code in an Urban Middle School 20

Which statement below best describes how our dress code impacts the learning environment?

Student equality 5 56%
Limits distractions 3 33%
Enhances safety 0 0%
Builds a sense of community 0 0%
Creates distractions 1 11%
Other 0 0%
Student Survey Responses
Which statement best describes how you feel about our current dress code?

The dress code makes me feel very safe 4 3%
The dress code makes me feel safe 16 12%
The dress code makes me feel somewhat safe 23 17%
The dress code does not improve the way I feel about school safety 91 68%
Impact of a Dress Code in an Urban Middle School 21

How much do you agree with this statement? The dress code helps to limit dangerous behaviors
such as gang activity, bullying etc.

Strongly agree 7 5%
Agree 35 26%
Disagree 44 33%
Strongly Disagree 48 36%
Do you agree or disagree with this statement? The dress code creates a better learning
environment.



1 54 40%
2 29 22%
3 29 22%
4 12 9%
Impact of a Dress Code in an Urban Middle School 22

5 10 7%
Which statement below best describes how our dress code impacts the learning environment?

Student equality 42 31%
Limits distractions 20 15%
Enhances safety 9 7%
Builds a sense of community 12 9%
Other 51 38%