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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

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Page 1: Final Action Research Paper-Medina

Impact of a Dress Code in an Urban Middle School 1

Impact of a Dress Code in an Urban Middle SchoolDaniel MedinaSpring 2014INTE 6720

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Impact of a Dress Code in an Urban Middle School 2

Introduction and Problem StatementFor the past three years I have been teaching 8th 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 AudienceThe 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

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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.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 StudyThe 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

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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.

Literature ReviewThe 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 QuestionsResearch 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

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Literature Search ProceduresI 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 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 FindingsPerception 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

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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 blatant, because students dress in uniforms; they’re 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 don’t 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

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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 student’s 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 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 LiteratureI 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

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considering and made sure it also aligned to reoccurring trends that I uncovered.Gap in LiteratureThere 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.

MethodsTo 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

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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 8th 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 SamplingThe 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 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

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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.

Research Questions Collection MethodsWhat 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 8th grade teachers and students.

How does the dress code impact the learning environment?

Survey with 8th grade teachers and students.

How does the dress code impact families?

Interview with school counselor.

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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 meaning—statements 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, 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

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Step Purposed Date Actual DateTCAP Testing March 3rd, 4th & 11th March 3rd, 4th & 11th

Interview with Counselor

March 7th March 10th

Teacher & Student Surveys

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

Literature Review March 15th March 15th

Interview with Admin an Teachers

March 17th-21st March 17th-April 4th

Spring Break March 24th-28th March 24th-28th

Research Findings April 12th April 19th

Final Action Research Paper

May 10th May 3rd

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 Koshy’s 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.

Findings

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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 “it’s 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 “it’s 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 enforce the dress code. Our counselor stated it best

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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 don’t 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

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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 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 don’t 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

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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 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 reviewAdvantages of a Dress CodeOn 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 SchoolThe 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

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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 don’t 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 FamiliesThe 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 didn’t 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 1st 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

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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.

ConclusionOverall, 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 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. 26Gullatt, David E., (1999) Rationales and Strategies for Amending the School Dress Code to Accommodate Student Uniforms. American Secondary Education, Vol. 27, 39-47Koshy, V. (2010). Action research for improving educational practice (2nd ed.). London: SAGE Publications.

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Lang, Robert M. (1986) The Hidden Dress Code Dilemma. The Clearing House, Vol. 59, No. 6, 277-279Lillian 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 Policy—A 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 (3rd 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, 63-66Weisenberger, 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/?46f7cbd54ad78e943973127028349bcehttps://docs.google.com/document/d/1YVPMQbdmWb2xJm_1oQYx4PWKOUyngQz-A3SD4GTf0zo/edit?usp=sharinghttps://docs.google.com/forms/d/1zAnmjLXBDxzFXSupqNMu6TwpsLIAI-QEqbP9nzcC7Xg/viewformhttps://docs.google.com/document/d/1wzog2pwG2MfSJk3XchE0Ixf6221akFl_LUqPqmacSXk/edit?usp=sharing

Data Analysis

https://docs.google.com/document/d/1lRiZ0zHZXOO2FJo2j10gGwB_-81VPibzCod9HGovC94/edithttp://www.spiderscribe.net/app/?46f7cbd54ad78e943973127028349bce

Teacher Survey Responses

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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%

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%

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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%

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 0 0%

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community

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%

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%

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Impact of a Dress Code in an Urban Middle School 23

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%

5 10

7%

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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%