Unraveling Bias.edited

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1 Unraveling Bias: Challenging and Reforming School Dress Codes for Equity and Inclusion Author Affiliation Course Instructor Date

2 Introduction Public school dress regulations have long been a contentious discussion and controversy. These norms, purportedly meant to foster harmony, discipline, and a distraction-free learning environment, frequently have unanticipated but essential consequences. The underlying prejudices in these clothing codes—particularly about racism, misogyny, and discrimination against the LGBTQ+ community—have been exposed by recent research and academic debates. This article seeks to explore the complex nature of this problem by looking at how ostensibly neutral clothing codes can support structural injustices and offering a remedy to overcome these prejudices. The central claim of this discussion is that, despite their apparent neutrality, school clothing standards frequently have discriminatory overtones. According to Solomon (2021), dress restrictions may unintentionally perpetuate and reflect cultural prejudices, which might unevenly affect pupils from various racial and ethnic origins. In addition to being a question of personal interpretation, this racial bias is sometimes ingrained in the laws itself, which can unfairly target particular ethnic groups by regulating specific haircuts or dress codes. Similarly, Villagrana (2021) highlights how dress regulations sexualize pupils, a phenomenon that disproportionately impacts female students. In addition to feeding negative gender stereotypes, this sexualization puts unnecessary pressure on female students to meet rigid beauty standards— often at the price of their comfort and ability to express themselves. Tate (2022) also examines the broader effects of clothing standards in schools, arguing that they may be a weapon for upholding conventional gender norms and marginalizing kids who don't fit the mold—including members of the LGBTQ+ community. Knipp and Stevenson (2022) expound on this element of clothing regulations, examining how they provide "a powerful visual

3 statement" about gender, ethnicity, and class in New Orleans public charter schools, frequently mirroring and perpetuating prevailing societal hierarchies. In carrying on this conversation, Martin and Brooks (2020) emphasize how clothing restrictions that discriminate might cause school dropout, especially for underrepresented groups. They contend that tight adherence to these rules may foster an atmosphere of punishment and exclusion rather than tolerance and understanding. By examining gender biases in high school dress code regulations and demonstrating how these restrictions frequently have an unequal impact on female students and those who do not comply with established gender roles, Arns (2017) and Leighton (2017) further add to this conversation. This article will methodically investigate these problems, looking at the complex nature of dress code prejudices in public schools by consulting various scholarly sources. It will also suggest an innovative way to guarantee that clothing restrictions are enforced equally and without bias: having school nurses or other reliable advisers evaluate students' adherence to the rules. This essay aims to contribute to the ongoing discussion about fairness and inclusion in educational settings by examining the prejudices inherent in clothing regulations. Historical Context of School Dress Codes School clothing standards have a long and complicated history entwined with changing educational ideas and social conventions. In the past, American school dress regulations were loose and centered more on decorum and modesty, reflecting the day's ideals. However, as public school systems grew, so did the demand for more uniform regulations, particularly those about student dress. Over time, changes in clothing regulations have frequently corresponded with broader societal shifts. Early 20th-century clothing restrictions were lax, with most laws emphasizing

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4 order and cleanliness above particular outfits (Tate, 2022). However, after World War II, there was a change toward more formal and stringent clothing regulations, partly because of the burgeoning youth culture and its defiance of conventional wisdom. During this time, schools started implementing more detailed regulations about attire and appearance. In the second half of the 20th century, school dress standards took on a different character, especially after 1996. According to Villagrana (2021), dress standards during this time progressively singled out certain youth culture-related dress norms, with an implicit bias in favor of sexualization, particularly about female students. This trend revealed underlying cultural prejudices toward gender and sexuality rather than being only a question of style or generational strife. Around this period, clothing norms' racial and socioeconomic components also started to show more clearly. Solomon (2021) and Knipp and Stevenson (2022) examine how students of color, especially those from lower socioeconomic backgrounds, were disproportionately impacted by clothing regulations. Policies that restricted or outlawed particular haircuts, outfits, or accessories sometimes harbored latent prejudice against the cultural manifestations characteristic of particular racial or ethnic groups. Dress code enforcement has also been gendered. According to Arns (2017) and Leighton (2017), dress code regulations usually put more of an onus on female students by dictating how they may wear in a way that reflects more significant social attitudes on female bodies and autonomy. In addition to perpetuating old gender norms and stereotypes, this gender bias in the application of clothing codes adds to the sexualization of young women. Therefore, School clothing restrictions have always been a mirror of more extensive societal views and biases. Although they were first intended to guarantee a supportive learning

5 atmosphere, they have frequently reinforced and perpetuated racial, class, gender, and sexual orientation inequalities in society. Understanding the current discussions around school clothing regulations and their effects on students requires an awareness of this historical background. Racism in Dress Codes One primary subject that has received more attention recently is the problem of racial prejudice in school clothing regulations. The regulations and their implementation frequently contain subtle prejudices that result in discriminatory behaviors against students from particular racial origins. These biases are not always obvious. These prejudices significantly negatively influence kids, impacting not just their time in school but also how they see themselves and their sense of identity. Solomon (2021) highlights that racial prejudice in dress standards frequently takes the form of regulations that unfairly target accessories, haircuts, and apparel that are connected to certain racial or ethnic groups. For instance, African-American pupils are disproportionately impacted by laws that prohibit or restrict hairstyles like dreadlocks, braids, or afros. These rules not only control how pupils look but also convey the idea that traditional hairstyles or natural hair are improper or unsuitable in a learning environment. In addition to marginalizing these pupils, this also feeds into a more considerable prejudice and stereotyping culture based on race. Similarly, Knipp and Stevenson (2022) investigate how gender, race, and class interact with dress code regulations in public charter schools in New Orleans. They discovered that racial and socioeconomic inequality is frequently reflected in and reinforced by these policies. For instance, dress standards that exclude articles of apparel that students from lower socioeconomic backgrounds frequently wear may unintentionally single out and stigmatize these students, a large number of whom are members of ethnic minorities.

6 Students are affected by these racially discriminatory clothing regulations in ways that go beyond the short-term hardship of having to follow them. According to Martin and Brooks (2020), discriminatory clothing standards are a factor in school dropout, especially for vulnerable populations. Students may get disengaged, perform worse academically, and drop out more frequently if they are singled out and disciplined for clothing code infractions connected to their cultural identity. Given the already-existing educational gaps that kids of color experience, this is especially alarming. Arns's (2017) further research emphasizes the gendered component of racial prejudice in clothing standards. According to the report, clothing code regulations and gender norms frequently collide, putting female students of color in a problematic situation. Policies governing, for example, the length of skirts or the fit of clothes, may affect pupils differently according to their ethnicity and body shape, disproportionately affecting females of color. Leighton (2017) offers valuable insights into students' attitudes regarding adherence to clothing codes. According to the survey, students of color frequently believe that clothing code enforcement is unfair and prejudiced. Their opinion of the administration is impacted by this notion, which also makes them feel excluded and alienated from the school community. Villagrana (2021) and Tate (2022) present a more comprehensive analysis of the effects of clothing regulations. Even though their research focuses primarily on gender and sexualization, it is also essential to understand how racial prejudices and clothing rules interact. For example, racial biases in dress code enforcement may be made worse by the sexualization of specific clothing designs that are more common in specific racial or ethnic groupings. Racial prejudice in school clothing standards is a complex problem that has an impact on kids' academic experiences as well as their feelings of identity and belonging. Students of color

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7 suffer as a result of these codes' frequent enforcement of racial stereotypes and prejudice. Educational institutions must thoroughly analyze their dress code regulations and their execution to guarantee fairness and prevent unintentional reinforcement of racial prejudice. Sexism in Dress Codes One significant problem under intense scholarly investigation is how commonplace sexism is in school clothing standards. Despite their best efforts to uphold discipline and decorum, these clothing restrictions might unintentionally reinforce sexism and gender stereotypes, which disproportionately affect female students. This section examines how clothing standards may be sexist and how they disproportionately affect female students. It does this by presenting research findings and examples to support its arguments. Villagrana (2021) offers a moving illustration of how clothing standards for K–12 public schools implemented after 1996 may be a tool for sexualization, especially of female pupils. The report emphasizes how dress regulations disproportionately target females by emphasizing the length of skirts, the fit of slacks, and the shape of shirts. This focuses on girls' clothes and lays the blame for guys' actions on girls, sexualizing young women in the process. By upholding such rules, schools unintentionally reinforce harmful gender stereotypes by sending the message that girls' bodies are intrinsically sexual and should be concealed. Similarly, Solomon (2021) observes that dress norms frequently mirror societal prejudices, particularly gender-based ones. For example, clothes considered "distracting" or "provocative" are prohibited. These restrictions frequently target clothing items worn by girls, including tight slacks or tank tops. This perpetuates sexist ideas by limiting girls' ability to wear comfortable clothing and by supporting the assumption that their bodies are a distraction.

8 Tate (2022) further elaborates on this by discussing how conventional gender roles might be enforced through school dress codes. Dress regulations often restrict gender expression by defining what is proper for boys and girls. This has a significantly negative effect on pupils who do not identify with traditional gender norms. This strict adherence to gender standards may particularly harm students who identify as transgender or non-binary since they may be subject to extra scrutiny and prejudice. Martin and Brooks's (2020) study explores the relationship between discriminatory clothing restrictions and school dropout, focusing on female students. Girls, especially those from vulnerable groups, may face severe disciplinary measures if clothing standards are strictly enforced. This interferes with their study and makes the school atmosphere unfriendly and unwelcoming. A thorough examination of gender in high school dress code regulations is presented by Arns (2017), who finds a pattern of regulations that disproportionately affect female students. The study demonstrates how these regulations frequently examine young women's bodies more than those of their male counterparts, creating a body-shaming and objectification society. According to Leighton's (2017) analysis of student opinions of dress code compliance, female students frequently believe that dress code regulations are unduly discriminatory against them. Their self-esteem and physical image are also impacted by this impression, in addition to how they see the school administration. In their research on uniform and dress code standards in public charter schools in New Orleans, Knipp and Stevenson (2022) shed more light on how clothing codes, coupled with ethnicity and class, may create "a powerful visual statement" about gender. They contend that by

9 reflecting social views on masculinity and femininity, these rules frequently serve to reinforce sexist standards. The problem of sexism in school clothing standards is complex and has wide-ranging effects. These values contribute to a culture of sexualization, objectification, and sexism by not just maintaining gender stereotypes but also disproportionately affecting female students. Schools must critically assess their dress code guidelines, considering the gendered ramifications and their message to pupils about equality and gender roles. Bias Against the LGBTQ+ Community in Dress Codes School dress restrictions can discriminate against LGBTQ+ students inadvertently and severely. Students who defy these restrictions may face shame and marginalization since they are frequently based on conventional gender standards. Such prejudice has severe psychological and social repercussions that influence LGBTQ+ adolescents' social inclusion, academic achievement, and general well-being. Solomon (2021) explains how dress rules influence LGBTQ+ pupils as they quietly enforce gender conformity. Transgender children may struggle to comply with rules that require boys and girls to wear particular clothes because they may not identify with their biological gender. Transgender pupils may be forced to dress differently if these rules are implemented. This may make them uncomfortable and alienated. Tate (2022) highlights the more significant effects of dress regulations reinforcing gender preconceptions. Non-binary and gender non- conforming students who do not dress like "male" or "female" may be more subject to such policing. Dress rules' tight duality may make these youngsters feel even more ostracized and dysphoric when they must wear gender-inappropriate attire.

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10 The interconnectedness of these concerns is highlighted by Knipp and Stevenson's (2022) study on dress code rules in New Orleans public charter schools, which notes that clothing standards may be a "powerful visual statement" regarding social values, particularly gender and sexuality. LGBTQ+ students may feel under pressure to adhere to heteronormative standards as a consequence, which might compromise their identity and ability to express themselves freely. Martin and Brooks (2020) discuss the adverse effects of discriminatory clothing standards, such as school pushouts. LGBTQ+ students may feel uncomfortable in their learning environment since they are subject to ongoing inspection and might face consequences for breaking the clothing code. The pessimistic school climate resulting from this might cause lower academic success, absenteeism, and dropout rates. An in-depth study of gender in high school dress code regulations is provided by Arns (2017), who demonstrates how frequently these regulations disregard LGBTQ+ students' demands and identities. The study emphasizes the value of accommodating a range of gender presentations and identities through inclusive and flexible clothing regulations. According to Leighton's (2017) analysis of student attitudes about dress code compliance, LGBTQ+ students frequently view dress code enforcement as a kind of discrimination. This view might intensify loneliness and create a hostile learning environment for some kids. These discriminatory clothing regulations have a significant psychological impact on LGBTQ+ pupils. Kaveh et al. (2015) stress how crucial it is to consider psychological aspects of policy adherence. Anxiety, despair, and other mental health problems may become more prevalent in pupils when dress requirements conflict with their gender identities. Because dress standards in schools enforce inflexible gender norms and do not accommodate different gender expressions, they can disproportionately prejudice against

11 LGBTQ+ kids. The psychological and social ramifications of this prejudice are extensive, impacting pupils' academic performance, sense of belonging, and mental health. Educational institutions must review their dress code guidelines to ensure they respect and are inclusive of all students, regardless of how they identify or express their gender. Case Studies / Real-life Examples Examining the prejudices in school clothing regulations via case studies and real-world experiences makes them more palpable. These examples give us a better grasp of how dress code regulations might affect different student populations. 1. Case Study on Racial Bias: The Hairstyle Controversy 2. Solomon (2021) reports on a well-known incident in which a high school student received criticism for having her hair styled in an Afro style. Since the guideline appeared to target mainly African-American hairstyles, this episode spurred a discussion about racial prejudice in dress standards. The student's unwarranted scrutiny and humiliation served as a stark reminder of how clothing regulations may marginalize students of color and reinforce racial stereotypes. 3. Sexualization of Female Students: The Skirt Length Rule 4. Villagrana (2021) brings up an instance where several female pupils received disciplinary action for donning skirts that the school administration judged to be inappropriately short. This incident serves as an example of how dress standards may sexualize female students and make them accountable for other people's opinions. According to Tate (2022), the implementation of these regulations not only interferes with these pupils' education but also feeds negative gender stereotypes. 5. Gender Expression and LGBTQ+ Students: The Uniform Policy

12 6. According to research by Knipp and Stevenson (2022), a transgender student's perspective was that they were denied the opportunity to wear the uniform that best reflected their gender identification. LGBTQ+ students may be significantly harmed by the imposition of traditional gender standards in clothing regulations, which can cause psychological discomfort and a feeling of estrangement in the classroom. 7. School Pushout Due to Dress Code Enforcement 8. Martin and Brooks (2020) describe a situation in which a student was disciplined for breaking the dress code many times, which finally caused her to leave the school. This case highlights the severe repercussions of strict dress code regulations, especially for children from vulnerable communities, and the impact these regulations can have on school pushouts. 9. Perceptions of Dress Code Compliance and Gender Bias 10. According to Leighton (2017), there was a situation where female students believed that they were subjected to more stringent dress code regulations than their male peers. In addition to affecting female students' self-esteem and morale, this sense of unjust treatment also feeds into a larger sexist culture in the educational environment. These case studies and actual incidents highlight the wide-ranging and vital effects of discriminatory clothing codes. They emphasize how important it is for schools to review and update their dress code guidelines to ensure that they are equitable, welcoming, and considerate of every student—regardless of ethnicity, gender, or sexual orientation. Proposed Solution Having a school nurse or other trustworthy adviser evaluate students' clothes is one suggested way to combat the biases in school clothing standards. The goal of this strategy is to

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13 guarantee equitable, considerate, and uniform dress code enforcement while tackling the different forms of racism, sexism, and discrimination against the LGBTQ+ group that were discussed in earlier sections. Feasibility and Implementation: To implement this plan, the way the dress code is now enforced would need to change. Given their apparent neutrality and empathy, school nurses or trusted advisers might enforce clothing codes in a way that respects and considers the rights and sentiments of their children. According to Solomon (2021) and Villagrana (2021), this strategy may lessen the sense of being singled out and humiliated that students frequently feel under the existing system. Its effectiveness is primarily due to these people's training and awareness of racial, gender, and sexual orientation concerns. Potential Benefits The involvement of school nurses or trusted advisors could lead to several benefits:  Reduced Discrimination : As Tate (2022) and Martin & Brooks (2020) observe, these professionals are likely to be more aware of dress codes' cultural and personal implications, thus reducing discriminatory enforcement.  Improved Student Well-being : Nurses and advisors, with their background in student health and counseling, are better equipped to understand and address the psychological impact of dress code enforcement, as discussed by Knipp & Stevenson (2022).  Increased Trust and Communication : Having a trusted figure enforce dress codes could improve student-administration relationships, fostering a more positive school climate (Leighton, 2017). Challenges However, this solution also presents several challenges:

14  Resource Allocation : The involvement of nurses or advisors in dress code checks may divert them from their primary responsibilities, as Kaveh et al. (2015) noted.  Training and Consistency : Ensuring all staff involved are appropriately trained and maintain consistent standards could be challenging. Comparison with Other Solutions Other potential solutions include:  Student-Involved Policy Making : Involving students in creating and reviewing dress code policies could ensure that the policies are fair and inclusive (Arns, 2017).  Periodic Review and Adjustment of Policies : Regularly review dress code policies for bias and adjust them accordingly.  Educational Workshops : Conduct workshops for students and staff to educate them about the implications of biased dress codes. By contrast, the suggestion to include trusted advisers or school nurses provides a more direct and intimate way to deal with the problem. Though not without difficulties, this approach may open the door for more sympathetic and understanding dress code enforcement, which would eventually help to create a more welcoming and courteous school climate. To guarantee long-term effectiveness in addressing prejudice in dress codes, it should be a component of a larger plan involving education and policy changes. Conclusion The prejudices present in school clothing regulations have been critically analyzed in this article, with an emphasis on the adverse effects these policies have on students from different racial origins, genders, and sexual orientations. The facts and illustrations highlight how clothing

15 standards, far from being neutral regulations, can exacerbate systemic injustices and isolate kids who do not fit the mold. The conversation started by outlining the background of clothing standards throughout history and showing how they have changed to reflect societal shifts, frequently at the expense of fostering prejudice and preconceptions. The investigation of racism in dress codes showed that rules can unfairly single out and penalize students of color, especially when it comes to the restriction of clothes and hairstyles that are culturally distinctive. In a similar vein, the analysis of sexism in clothing rules showed how these regulations frequently unfairly single out female students, sexualizing and controlling their bodies in the name of decorum. Additionally, the examination of the effects on LGBTQ+ students brought attention to the difficulties these students have in settings where clothing regulations strictly enforce conventional gender norms. These problems were made more apparent by real-world case studies and examples, which also offered concrete proof of the negative impacts of discriminatory clothing regulations. These examples demonstrated the discriminatory character of these policies and the attitudes they represent in society. A more compassionate and fair approach to this problem is intended by the suggested solution, which entails using school nurses or other reliable advisers to implement the clothing code. This concept has difficulties, but its potential to improve schools and make them more welcoming and courteous must be considered. Fairness and justice in schools must be promoted in addition to changing school attire requirements to combat stereotypes. These policies contain prejudices. Thus, educators, administrators, parents, and students must work together to erase them. The goal is to make all students feel valued and respected, regardless of gender, race, or sexual orientation. This article

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16 encourages instructors to evaluate their wardrobe restrictions and develop processes that preserve students' rights and dignity.

17 References Solomon, Olivia. "The Issues of Biased School Dress Codes." Duquesne University, Duquesne Scholarship Collection, Undergraduate Research and Scholarship Symposium, 2021-04- 12 Villagrana, Sofia. "Are Post-1996 K-12 Public School Dress Codes a Form of Sexualization on Women?" UC Riverside, UCR Honors Capstones 2020-2021, 2021-08-23 Tate, Brianna. "SCHOOL DRESS CODES." California State University Fullerton, Spring 2022 Knipp, H. & Stevenson, R. (2022). “A Powerful Visual Statement”: Race, Class, and Gender in Uniform and Dress Code Policies in New Orleans Public Charter Schools. Affilia, 37(1), 79-96 Martin, J. L. & Brooks, J. N. (2020). "Loc’d and Faded Yoga Pants and Spaghetti Straps: Discrimination in Dress Codes and School Pushout." International Journal of Education Policy & Leadership, Volume 16(19) Arns, Jaymie. "UNDRESSING THE DRESS CODES: AN ANALYSIS OF GENDER IN HIGH SCHOOL DRESS CODE POLICIES." California State University Sacramento, Fall 2017 Leighton, Kristen Nicole. "Perceptions Of Dress Code Compliance." Theses and Dissertations, 2264, 2017 Kaveh, Mohammad Hossein, Moradi, Leila, Hesampour, Maryam, Hasan Zadeh, Jafar. "A survey of the effective factors in students' adherence to university dress code policy using the theory of reasoned action," 2015 McCarty, Jacqueline M. "The Effects of School Uniforms on Student Behavior and Perceptions in an Urban Middle School." Old Dominion University, Doctor of Philosophy (PhD) Dissertation, 1999

18 Adams, Bobbi Jo. "The effectiveness of school uniforms on students' academic achievement and overall classroom behavior." Theses and Dissertations, 770, 2007

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