Teachers said that there was a need to be able to identify students from the cameras or from a distance, with one sharing an example of a time when a few individuals not enrolled students entered the school to start a fight with students. Students, however, found that the targeting of males of color for the head covering rule weakened this argument. If only males of color are coded, while White males wear hats or hoods without comment, then it is clear, to them, that the rule is not about safety and that the issue is not about consistency of enforcement.
Rather, the dress code as enforced treated males of color as potential threats who needed to be watched over and disciplined. Sexualization and blame of females of color.
Female students consistently reported that the dress code sexualized them, treating common U. Samantha Parsons , who developed a dress code advocacy guide based on her experiences advocating for a gender-neutral policy in her own community, found that dress codes across the country promote narratives of females as objects and potential victims of harassment, assault, and rape because of their clothing choices and not the actions of their perpetrators.
The large number of rules about what they wear, however, did not mean that females of all races were similarly affected, as females of color, especially those who were Black or multiracial, were disproportionately represented in reports of being coded and formally disciplined.
In other words, females of color may be seen as sexual and thus a problem, where White females are not. By insisting that female bodies are the problem, and focusing specifically on female bodies of color, the school perpetuates the mentality that their bodies are primarily sexual.
Body type may also be a factor in who is disciplined for dress code violations. I am afraid of the perception that will put on me as a male teacher. Yet by insisting that female bodies are the problem, and focusing specifically on female bodies of color, the school perpetuates the mentality that their bodies are primarily sexual.
Moving forward. While several teachers acknowledged concerns about the dress code, some continued to believe the primary issue was not about race, gender, or their intersections, but an issue of inconsistent enforcement.
Instead of tinkering with specific rules or training teachers to enforce this dress code better, a different type of dress code is needed that helps schools and students to challenge dominant narratives of who they are or could be.
Portland Public Schools, meanwhile, has taken steps to allow head coverings while also making it possible for security personnel to easily identify students. This type of rule allows males of color to wear do-rags or baseball caps, which many students at Lincoln High School preferred to do to cover up their hair, while still enabling school personnel to easily identify them.
Whom do they see as criminals? Whom do they see as distracting? Which infractions do they choose to not see? If a school community fails to ask these questions, female and male students of color will most likely continue to be sexualized or criminalized at the expense of their education. Crenshaw, K. Demarginalizing the intersection of race and sex. University of Chicago Legal Forum, 1 , Fergus, E. Krischer, H. Is your body appropriate to wear to school?
New York Times. Dress coded: Black girls, bodies, and bias in D. Washington, DC: Author. Parsons, S. Tank-top straps must be three-fingers wide; shorts must come down to your fingertips; low-cut shirts are unacceptable; leggings are not pants—these are all examples of dress code rules around the country in our schools.
Recently, discussions have started on whether these dress codes are causing low self esteem in girls, though. They could have offensive sayings on their clothes or be wearing something inappropriate for their age.
It gives them something to learn to follow in order to get a feel for consequences—that it teaches respect and discipline. There have been many testimonies describing how dress code violations have caused low self esteem in girls.
Paula Johnson Roy L. Johnson, M. Chloe Latham Sikes, Ph. Montemayor, M. Celina Moreno, J. Full Menu. Resource Center.
Disparate Impacts of Dress Codes by Race and Gender No child should have their body objectified or shamed for what they wear to school or how they stylistically express themselves. Recommendations IDRA recommends the following approaches to create and track more fair, safe and respectful dress code policies. State policymakers should restrict schools from issuing exclusionary discipline consequences for dress code violations.
Students, families and community members can advocate that their local school districts modify their dress code policies to be fair, safe, and respectful of self-expression without exclusionary disciplinary consequences. Senior Reflection: Time, the most valuable thing known to humankind.
Cancel reply. Your email address will not be published. Close Menu. Submit Search. Opinion Showcase Dress codes create insecurities, negative school environments.
Caroline Raps Assistant Opinion Editor Jula Utzschneider writes that students should be able to wear what they chose as dress codes can make students feel insecure in their own bodies. What is the school's best baked good? The classic chocolate chip cookie. The new sunflower butter cookie! Cinnamon rolls supremacy.
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