Introduction
Few topics are debated as much as the necessity of school uniforms. Numerous scholars have raised arguments both for and against uniform regulations in schools, and Wendell Anderson and Samantha Deane are no exceptions. In the 2002 report “School Dress Codes and Uniform Policies,” Anderson argues for the use of similar clothes among students because it addresses safety concerns, enhances academic performance, and relates to family values.
Meanwhile, Deane’s 2015 article “Dressing Diversity: Politics of Difference and the Case of School Uniforms” revolves around the idea that uniform policies destroy individuality and promote a culture that does not accept differences. It is intriguing that both authors acknowledge opposing viewpoints and even express similar ideas, yet arrive at different conclusions. Schools should not impose obligatory uniforms because they attempt to create a one-size-fits-all solution. The most appropriate way to reconcile both sides of the debate is to adhere to a reasonable policy that articulates what should not be worn by students but does not prohibit having differences in apparel.
Anderson’s Perspective: Discipline, Belonging, and Academic Gains
Overall, there are three pillars on which Anderson bases the argument that uniforms should be used in schools: discipline, belonging, and social values. First, the author speaks of adopting uniforms because they help decrease violence. The reasoning is simple – when people are surrounded by those who look like them, they feel safer and less prone to delinquent behavior. Furthermore, Anderson argues that when students are dressed in the same clothes, an important message is created that everyone is part of the same group. As peer pressure is one of the most important predictors of human behavior, it is reasonable that young people are driven to act in the same manner as their classmates and friends (Bursztyn et al., 2019).
One of the most evident expressions of such conformity is increased academic performance. When students wear formal clothes, the social environment and the atmosphere change. Adolescents and children are expected to behave in a certain way, and their clothes are the most important sign of whether they understand it. As a result, students behave better, study more actively, and exhibit more discipline.
Deane’s Perspective: Suppression of Identity and Cultural Intolerance
Despite being large and evoking numerous sources and theoretical perspectives, Deane’s idea is simple – by enforcing the same uniform on all students, schools teach that differences are unacceptable. The article’s narrative is that the initial hope that school uniforms would foster a culture of inclusion has transformed into intolerance of differences. Instead of nurturing a society encompassing diverse individuals, schools suppress individual expression. Deane suggests a practical implication that prohibiting individuality in school will negatively impact students’ future sense of identity and self-esteem. Specifically, children do not learn to value people who have differing opinions.
It can have far-reaching political and social implications, as students who are used to conforming to the same uniform in school can show intolerance to representatives of other social groups in the future. It can lead to the emergence and exacerbation of gender, racial, and emotional issues. Deane envisions a society where differences are accepted and praised, and she believes that school is the foundation for all critical social developments. Ultimately, social justice ensures inclusion, diversity, and respect for differences.
Toward a Middle Ground: Dress Codes as a Balanced Solution
To find a compromise that would satisfy both sides, it is essential to state the numerous points of agreement between the authors. First, neither Deane nor Anderson denies that strict uniform policies can threaten individual differences. Anderson (2002) notes that “students should be allowed to wear symbols that express their political or personal views as long as their expression does not create a material and substantial disruption to the educational process” (p. 17).
Second, both authors agree that the absence of uniforms can highlight socioeconomic inequality. Deane (2015) acknowledges the benefit that “if kids are all wearing the same clothing, no one will notice another’s socioeconomic status, or speak from their particular position” (p. 116). Yet, the most surprising aspect is that the proponent of uniforms, Anderson (2002), actually suggests a reasonable explanation: “Simply stated, dress codes state what must not be worn; uniform policies state what must be worn” (p. 5). The most logical solution is to institute a dress code that respects moral norms and allows students to express their identity.
Conclusion
In conclusion, correctly thought-out dress codes answer the debate between uniform opponents and proponents. After all, there is evidence for the beneficial effects of both policies. One of the studies referenced by Anderson (2002) noted that “68 percent of parents thought that uniforms helped improve the overall academic performance” (p. 12). At the same time, Deane references older works that criticized “cultural imperialism” that frames the non-conforming individual as “the other” (p. 113). As a result, both viewpoints are reasonable, but the problem is that they frame the use of uniforms as a zero-sum game.
It means that either students gain individuality and lose discipline, or express themselves at the expense of others. The only way to appeal to both sides is to show dress codes as a compromise between differences and individuality. After all, wearing clothes that do not violate norms or cause other people to be anxious or offended is possible. If people and institutions are willing to maintain balance, there is no reason to restrict the freedom of expression through clothes.
References
Anderson, W. (2002). School dress codes and uniform policies. Reporting on Policy Issues in K-12 Educational Management, (4), 1-23.
Bursztyn, L., Egorov, G., & Jensen, R. (2019). Cool to be smart or smart to be cool? Understanding peer pressure in education. The Review of Economic Studies, 86(4), 1487-1526. Web.
Deane, S. (2015). Dressing diversity: Politics of difference and the case of school uniforms. Philosophical Studies in Education, 46, 111-120.