School Uniforms to the Rescue 1

School Uniforms to the Rescue

Miranda Caldwell

AED/200

June 7, 2010

Sara Hoagland
School Uniforms to the Rescue 2

School Uniforms to the Rescue

Uniforms naturally create an image of, and a psychological belief in, authority, propriety,

unity, intelligence, and effectiveness (Petrocelli, 2006). The detailed and clean lines of a

uniform, as well as the colors of the uniform, both work to develop beliefs that people rely on to

determine whether the person wearing the uniform is good or bad, from a high or low social

class, a professional or laborer, and many other things. Indeed, police officers are trained to fix

an image of those they arrest in their minds so they can instantly recall their “suspicious” or

other “criminal appearance” at a trial where the defendant will likely be wearing a suit

(Petrocelli, 2006). The military uniform, the police uniform, doctor’s uniforms, and many other

people’s uniforms often command instant respect. All of these factors have developed the belief

that school uniforms are a way to overcome many of the problems American public schools face.

Sadly, the support of school uniforms is just another example of the fact that Americans too

often believe that quick or superficial fixes can solve difficult problems.

American public schools suffer from many problems. One of the most difficult problems

for many to understand is that today’s schools are not permitted to turn any student away,

regardless of how disruptive or disturbed a student may be. As one Baltimore teacher indicated,

the “popular assumption is that classroom discipline, control, and learning are the results of, not

the prerequisites to, good teaching” (Etkins, 2001). The result if this problems is not solved, the

same teacher indicates, is that “parents will continue pulling their children out of public
School Uniforms to the Rescue 3

institutions and placing them in private schools, where learning takes place ... [and] test scores

are higher (Etkins, 2001). Even worse, school systems, afraid of lawsuits, will fire teachers who

even try to enforce discipline and communities will argue that those teachers are being

discriminatory or violating student’s rights (Etkins, 2001). Yet, American students continue to

underperform international students, SAT scores declined so much that in 1995, the test was

changed, and American businesses spend an estimated $20 billion a year “to re-teach employees

and college students fundamental literacy skills” (Etkins, 2001). These are problems with

cultural, demographic, social, psychological, economic, and other causes. No school uniform can

fix these problems. Many, however, are convinced that school uniforms will offer a cure for

much of what ails American public schools.

To be fair, it is true that school uniforms have been shown to have a positive effect on

students and school systems. In 1995 the Long Beach, California school system imposed

uniforms on students and found that crime in the school district dropped 91%, suspensions

declined 90%, sex offenses declined 96%, and vandalism dropped by 69% (Chatterjee, 1999;

Hill, 2007). The results were explained by the head of the Center for Research on Aggression at

Syracuse University by saying that uniforms foster community unity and allow troubled students

to feel a part of a “supportive whole” (Chatterjee, 2001). Many used the Long Beach, California

example to claim school uniforms solve massive school problems (Public School Uniform

Statistics, 2010). Few who rely on those results to prove that school uniforms cure all, however,

consider the many factors that actually led to the improvements the Long Beach school system

experienced. Among those factors were the following: at the same time the uniforms were

introduced the school district also increased the number of teachers who patrolled the hallways

during class changes; the fact that national attention led many parents and guardians to increase
School Uniforms to the Rescue 4

participation in their children’s lives; students were made aware that they were expected to do

more; and, finally, that crime in the community had already been on a decline (Wilkins, 1999).

The fact that it is multiple changes, not only the introduction of school uniforms that cause a

decrease in school violence was borne out by one of Chicago’s inner city schools. The school

reduced mob fights from ten per month to none per month in 1996 since a school dress code

went into effect in 1994 (Gowen, 1996). The school also, however, increased security guards,

installed security cameras, and added an “in-school parent patrol” (Gowen, 1996).

Other factors that are said to harm education include students’ self-esteem issues, which,

it is said, school uniforms would end. Many who support this belief indicate that school uniforms

would end social-class comparisons and fights over designer clothes and the “in” look because

all students would look the same. Others, however, say dress codes and school uniforms would

do little to unite students from different incomes, neighborhoods, social or class status, and may,

in fact, work to create an “us versus them” mentality that is little different from what exists

today. The evidence supports the latter belief. As one teacher explained, “I know from growing

up in England, where ... school uniforms were mandatory, that children are acutely aware of each

other's social and economic status ... Accents, grammatical usage, values, leisure pursuits, and

general lifestyles are often more revealing indicators” (Wilkins, 1999). Further, because school

uniforms of one district normally differ from those of surrounding districts, the uniforms are as

capable of identifying a students social status and wealth as easily as their own clothes or gang

colors do and become the new focus of students’ “us versus them” mentality (Wilkins, 1999).

Others support school uniform policies because they argue such uniforms, by eliminating

the focus of students from their appearance and allowing them to focus on their studies, will

improve grades and student learning. As one teacher states, “this is ludicrous” (Wilkins, 1999).
School Uniforms to the Rescue 5

“For many children ... deciding what to wear is ... the least of their worries. If schools want to

solve problems ... there are many other issues that should rate higher on the list of priorities”

(Wilkins, 1999). This argument neglects to consider how school uniforms cannot only fail to

focus students on their education but can create a focus for their resentment of authority or

control. A study of urban students’ reactions to their high school’s uniform policy in 2006

determined that students’ academic results did not improve (DaCosta, 2006). In fact, the school

uniform policy actually made students more resistant to the school and its teachers. The study

found that the “majority of students ... developed oppositional strategies ... to undermine the

policy and to retain some semblance of freedom and dignity” (DaCosta, 2006).

The argument that uniforms will focus students on academics also neglects to consider

how important the ability to select one’s own dress code is to the emotional and academic

development of a student. By selecting their daily clothes, students do more than simply

demonstrate personal style. The development of a child or adolescent’s sense of style is one of

the many ways children and adolescents develop their identities and determine who they want to

be as adults (Hedges, 2008). This is an important part of not only growing up but also of learning

how to think, make decisions, and question and evaluate choices. School uniforms end this

expression avenue, which means that an area where students can learn how to think and develop

their minds (Hedges, 2008). Indeed, studies of students in schools with diverse students found

that when students’ were able to connect their own identities to academic success they actually

did improve their academic performance (DaCosta, 2006). Selecting one’s clothing is one way

students find and reflect their identities. Uniforms prevent students form doing this and can result

in their disconnecting, not connecting, with school and academic performance.

School Uniforms to the Rescue 6

Lastly, the push for school uniforms also neglects to consider that the right to select one’s

clothing is protected by the First Amendment. The right to choose one’s own clothing is one

aspect of the First Amendment is right to freedom of speech because clothing can express

personal views or beliefs in a symbolic manner (Mitchell & Knechtle, 2003). The Supreme Court

has determined, through various cases, that there are times that students’ and teachers’ First

Amendment freedom of speech rights can be limited, as when public safety requires it, and times

when they are absolute. In the Supreme Court’s 1969 decision in Tinker v. Des Moines School

District 393 U.S. 503 (1969), a student, Mary Tinker, wore a black armband to school in support

of Vietnam War protests (Moore, 1992). Teachers at the school Ms. Tinker attended forced her

to take the armband off because they believed fights at the school would break out (Moore,

1992). The Supreme Court said, however, that students have a right to make peaceful

expressions of their views and that schools could not restrict that right unless there had a real, not

simply suspected, threat to safety (Moore, 1992). Whether school uniforms actually stops school

violence, as the above discussion of the different studies indicates, is not conclusive. Therefore,

uniforms may indeed violate students’ First Amendment rights to freedom of speech.

Americans like quick solutions. Indeed, microwaveable meals, instant coffee, and fast

food are more popular in America than in other countries. It is no surprise, therefore, that

Americans may be drawn to the idea that school uniforms could solve all the problems of a

failing public school system. Indeed, many of the statements the supporters of school uniforms

expound repeatedly argue that uniforms will magically solve all problems. Supporters claim

school uniforms will bring peace and harmony to public schools. These arguments mistake

uniformity of look with true uniformity of mind, culture, and friendship. This simple fix,

however, will not cover up the differences in students’ homes, cars, vacations, and
School Uniforms to the Rescue 7

neighborhoods. Supporters argue that school uniforms will help students fall in line with school

district requirements, but fail to understand that when uniforms are imposed on students they

may provide students yet another way to rebel against school authority. Moreover, while

supporters argue school uniforms will help students focus on their academics, such uniformity

may actually harm children and adolescents’ proper development as individuals. For every

potential fix school uniforms are said to provide they also create an equally sad result. American

public schools have not performed well for many years if not decades. To rely on school

uniforms to solve the multiple problems schools face is ridiculous. One does not fix a faulty

foundation on a building by painting it a pretty color. To fix American public schools Americans

need to address the many ways schools, students, and parents need to change their current

practices and policies. Uniforms will never solve those problems.

School Uniforms to the Rescue 8

References

DaCosta, Kneia. (2006). Dress Code Blues: An Exploration of Urban Students' Reactions to a

Public High School Uniform Policy. The Journal of Negro Education. Howard

University. Retrieved June 7, 2010, from HighBeam Research:

http://www.highbeam.com/doc/1P3-1034805931.html

Etkins, J. (2001). When students are unteachable. The Christian Science Monitor. Retrieved June

7, 2010 from High Beam Research: http://www.highbeam.com/doc/1G1-68604705.html

Gowen, A. (1996). A uniform movement: class clones. WWD. Retrieved June 7, 2010 from High

Beam Research: http://www.highbeam.com/doc/1G1-18045386.html

Hedges, Chris. (2008). The Best and the Brightest Led America Off a Cliff. TruthDig.com.

Retrieved June 7, 2010, from

http://www.truthdig.com/report/print/20081208_hedges_best_brightest/

Hill, S. (2007). Should Public Schools Require Students to Wear Uniforms?

AssociatedContent.com. Retrieved June 7, 2010, from

http://www.associatedcontent.com/article/235338/should_public_schools_require_studen

ts.html?cat=25

Mitchell, H. W. & Knechtle, J. C. (2003). Uniforms in Public Schools and the First Amendment:

A Constitutional Analysis. Bnet.com. Retrieved June 7, 2010, from

http://findarticles.com/p/articles/mi_qa3626/is_200310/ai_n9248747/?tag=content;col1

Moore, R.J. (1992). Children Shall be Seen and Not Heard: The First Amendment and the Public

School Student. Yale-New Haven Teachers Institute. Retrieved June 7, 2010, from

http://www.yale.edu/ynhti/curriculum/units/1992/1/92.01.08.x.html
School Uniforms to the Rescue 9

Petrocelli, J. (2006). Honey, Does This Uniform Make Me Look Mean? Officer.com. Retrieved

June 7, 2010, from http://www.officer.com/web/online/Editorial-and-Features/Honey--

Does-This-Uniform-Make-Me-Look-Mean/19$33519

Public School Uniform Statistics. (2010). Education Bug. Retrieved June 7, 2010, from

http://www.educationbug.org/a/public-school-uniform-statistics.html

Wilkins, J. (1999). School uniforms. The Humanist. Retrieved June 7, 2010 from High Beam

Research: http://www.highbeam.com/doc/1G1-54099133.html