Professional Documents
Culture Documents
7 3/8 x 9 1/4
400pp
DRESS AND SOCIETY paperback
JANE E. WORKMAN * BETH W. FREEBURG Instructor’s Guide available
Power Point available
978-1-56367-626-0
Dress
and
Society
B e th W. Freeburg
Southern Illinois University
New York
Preface XV
C h a p t e r O n e : D r e s s , S o c i e t y, a n d S o c i a l C o n t r o l 3
C u lt ural C at ego ri es 13
U sef ul R esea r ch Sk il l s 26
Typ es o f R esea r ch 28
Q uali t at i ve Resea r ch 40
C h a p t e r T h r e e : T h e R u l e s We L i v e B y : N o r m s 51
I dent i f yi ng Nor ms 52
S ali ence 53
C o nt ent 57
A ut ho ri t y 62
O ri g i nat i on 64
R eali sm 65
A ccep t ance 66
P ro p ert i es 67
Contents
vi
Transmi ssi o n 71
S a nct i o ns 72
C h a p t e r Fo u r : R e s e a r c h : D r e s s C o d e s ,
Gender Norms, Group Norms, and More 77
D ress C o des 79
Gender N o rms 90
Gro up N o rms 94
Contents
vii
C h a p t e r S i x : Ta t t o o e r s , B o d y P i e r c e r s ,
Cross-Dressers, Punks, Goths, and More 129
Contents
viii
Contents
ix
C h a p t e r Te n : R e a d i n g a n d Ta l k i n g a b o u t
N o r m V i o l a t i o n s 215
From the Headlines 215
Questions to Answer as You Read 216
Contents
R et ri but i o n 239
S ource 243
Fo rmali t y 245
S everi t y 249
C h a p t e r T w e lv e : S a n c t i o n s i n Va r i o u s
S e t t i n g s 255
From the Headlines 255
Questions to Answer as You Read 257
xi
C h a p t e r Fo u r t e e n : R e s e a r c h a b o u t E n f o r c e m e n t
o f S a n c t i o n s 295
From the Headlines 295
Questions to Answer as You Read 297
Bo dy S up p lements 306
Contents
xii
References 319
Glossary 345
Index 361
Photo Credits 377
Contents
xiii
xv
Features
Preface
xvi
Our hope is that through reading Dress and Society and being engaged in the
learning activities developed for use with the textbook, students will further
the knowledge and skills they need to achieve vital and effective careers in the
fashion industry. For students who are pursuing careers in other industries,
we hope that the problem-centered approach of the book will provide insights
about how sociological analysis can generate valuable information about indi-
vidual and group behavior regarding dress. Finally, we hope the content and
approach appeal to varied learning styles are motivating and are versatile in
many academic settings.
Acknowledgments
Preface
xvii
Jane E. Workman
Beth Winfrey Freeburg
Southern Illinois University Carbondale
Preface
xviii
Enforcement of Sanctions
FROM THE HEADLINES
275
Reports of
Norm Questions to Answer as You Read
Violation
All societies have methods for social control of their members. One means of
social control is to enforce sanctions as a way to encourage compliance with
norms. Every step in the process of social control that precedes enforcement
affects enforcement of sanctions.
Dress
and Society
276
277
Context Components
F i g u r e 1 3 . 2 The
enforcement of sanctions Context of a Social Interaction
might be influenced by a
formal physical environment The context of a social interaction influences enforcement of sanctions. All
such as the grand hotel
norms are created, enforced, or changed through social interaction. The con-
pictured here.
text of any given social interaction can be charac-
terized by its (a) physical environment, (b) social
environment, and (c) temporal environment
(Table 13.1).
The physical environment refers to the sur-
roundings, that is, the immediate environment
including the setting (the place in which the
event takes place) and material artifacts such as
dress (Figure 13.2). The physical environment
also refers to the distant environment of a geo-
graphic locality (country, region, city).
Dress
and Society
278
The family provides the earliest and most influential social interaction con-
text. Enforcement of sanctions within the family depends, in part, on the par-
ents’ or guardians’ philosophy of child-rearing and discipline (Figure 13.4).
In this context, families may enforce, or choose not to enforce, norms for
gender-appropriate dress and behavior. Past generations believed that devi-
ance from gender norms for dress and behavior was largely the result of
dysfunctional families. Sanctions against sissy boys and tomboy girls were en-
forced as means of ensuring conformity in gender expression (P. L. Brown,
Enforcement
of Sanctions
279
280
Context/components Examples
Physical environment
z Setting z Home
z Material artifacts z Dress
z Geographic location z U.S.
Social environment
z Characteristics of enforcer
Statuses Parent/guardian
Roles Responsibility for ensuring physical, emotional, spiritual, and
psychological security of children
z Characteristics of violator
Statuses Transgendered child
Roles Gender
z Relationship between enforcer
and violator
Power Parent
Prestige Parent
Privileges Parent
z Occasion z Social life in general
z Circumstances z Gender norms for dress; stereotypes associated with cross-dressers
Temporal environment
z Past
Enforcer Parents enforced sanctions related to gender norms for dress:
sent violator to psychoanalysis and behavior modification
Violator Expressed preference for dressing as other gender
z Present
Enforcer Insists on enforcement of sanctions or supports child’s violation
Violator Expressed preference for dressing as other gender
z Future
Enforcer Will continue to enforce sanctions until the child has left home?
Violator Will continue to cross-dress? Will conform to norms for gender-
appropriate dress?
One of the most difficult problems facing high school administrators and
teachers is determining how to consistently enforce sanctions in a way that
encourages compliance with the dress code policy. Discipline is the practice
of ensuring that students obey rules by teaching them to do so and punishing
them if they do not comply.
Enforcement
of Sanctions
281
Recall from Chapter 3 that dress codes in the workplace are defended on the
basis of the role of employees as representatives of the business. Employee
dress affects not only the public’s impression of the business, but also work-
place morale. Enforcement of sanctions in the workplace is based on rational
authority.
Inappropriate workplace dress can result in sanctions as mild as raised
eyebrows or as severe as termination. Recruiters can enforce sanctions by
making decisions about whether or not to hire a job candidate. For example,
Dress
and Society
282
F i g u r e 1 3 . 6 When
fulfilling job requirements
in the workplace, employers
can enforce sanctions for
inappropriate dress by using
reprimands and stronger
techniques. In this cartoon,
Dagwood is about to find out
how Mr. Dithers will react.
One woman related that she recently learned she was not approved for
venture capital funding six years ago for a company she was building because
she came to a meeting wearing a top that was considered too revealing (Smith,
2006b). Not being approved for funding is an unobtrusive sanction enforced
by financiers who have the power to approve or disapprove requests for finan-
cial support. The woman was sensitized to the issue of appropriate dress in
the workplace and now advises women entering the workforce to dress con-
servatively. Low-cut necklines are inappropriate because, in addition to being
distracting to others, they do not send appropriate messages about the per-
sonal characteristics of the wearer—for example, credible, professional, seri-
ous, sensible, and reliable.
Enforcement
of Sanctions
283
284
Modesty
Modest dress focuses attention on substance rather than image (Cosco, 2006).
According to a book of Catholic teachings, “purity requires modesty . . . mod-
esty protects the intimate center of the person. It means refusing to unveil
what should remain hidden” (¶ 9). However, the form of modest dress varies
from one religion to another. To indicate religious belief, Orthodox Jewish
women may wear long skirts, long-sleeved shirts, and avoid V-necked tops,
and Muslim women may wear a hijab. Sanctions against use of these religious
symbols would be contrary to the basic American values of freedom of reli-
gion and individualism.
However, in other countries, some Muslim women have experienced dis-
crimination because of their religious dress (Monsen, 2006). In some Euro-
pean countries, government policies have restricted the wearing of religious
garb in schools, offices, and other public places in an attempt to encourage
Enforcement
of Sanctions
285
286
287
Public Nudity
Cross-Dressing
Dress
and Society
288
Enforcement
of Sanctions
289
Effectiveness of Sanctions
Conformity Response
Recall the man who was sentenced to seven days in jail for contempt of court
for wearing an obscene T-shirt (Muir, 2003a). When he was released, he was
interviewed by a local reporter (Muir, 2003c). The man stated that he learned
a lesson from the experience—there are certain things you should not wear
to court. He said that although he still has the shirt, he is not sure when, or if,
he will wear it again. In commenting on the incident, the reporter acknowl-
edged that many people have learned through experience that life’s lessons
sometimes come with a price attached (Muir, 2003b).
Dress
and Society
290
Deviance Response
291
Dress
and Society
292
circumstances sissy
contempt of court social environment
occasion temporal environment
physical environment tomboy
setting transgender
Suggested Readings
Enforcement
of Sanctions
293
Dress
and Society
294