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SCHOOL UNIFORMS: MAKING SCHOOL SAFER
School Uniforms: Making School Safer
A Proposal for Research
Teresa Hudson
Educational Research
Dr. Steven Grissom
December 1, 2010
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SCHOOL UNIFORMS: MAKING SCHOOL SAFER
Introduction
Over the last three decades, the interest in wearing school uniforms as an initiative to
improve student behavior and attitude has been under debate. Although school uniforms were
used predominately in the private school sector, public schools have begun to investigate the idea
of policy changes to require school uniforms. School safety has been a concern in numerous
districts and this concern has initiated school uniforms as a dress code policy (Lumsden &
Miller, 2002). There are arguments for and against policies to require school uniforms in
secondary education. Many researchers have studied the relationship between school uniforms
and student conduct and behavior. Several studies were researched using both qualitative and
quantitative methods to evaluate the outcome of wearing uniforms to modify student behavior
and reduce the number of discipline problems including dress code violations, fighting, and
gang-related activities.
The perception is that school uniforms can change the behavior of students and reduce
several of the school-related problems that principals and teachers must address. Bill Clinton
mentioned the idea of school uniforms as a possible cure for school violence in his 1996 State of
the Union Address (The Federal Government , 1996). A challenge such as this has promoted
researchers to take a look at the validity of wearing uniforms as an effective tool to reduce
student problems and increase attendance, graduation rates and performance.
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Statement of Problem: Would the amount of school violence and discipline problems in
the public schools improve with the implementation of school uniforms? Would the
requirement of school uniforms change the way students behave during school hours and
decrease the number of discipline referrals?
Purpose of the Study: The purpose of the study is to study the relation between school
uniforms and student behavior and attitudes. The study will attempt to answer the question
whether or not a school uniform policy can decrease student behavior problems including
violence, dress code violations, and disrespect to teachers by comparing number of referrals.
Case studies by previous research will also be applied. Schools that enforce a uniform policy
will be questioned as well as schools not implementing a dress code with uniforms.
Definition of Terms: School Uniform: a policy of the school of what must be worn;
School Violence: physical attacks on students or staff; Student Behavior: behavior which
disrupts the educational process; and Student Attitude: a reaction toward or against something
in the school, which could be negative or positive.
Significance of Study: The investigation will identify the generalization of the
effectiveness of school uniforms on changing behaviors and attitudes of students in the public
secondary schools. The study could help administrators and the superintendents at large high
schools understand if there is a relationship between uniforms and behavior; hence, considering
if the policy should be implemented to encourage a learning environment conducive to promote
the best educational surroundings as possible.
Assumptions: It is assumed that school uniforms have not been worn by students before.
It is assumed that schools under study have a population size, socioeconomic status, and an
academic standing that are relatively close.
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Limitations: There could be limitations if the data reported is inaccurate; it doesn’t abide
by operational definitions; or if a school reports untruthful data or responses.
Organization of the Study: The study will review previous literature and research studies
conducted to test the relationship between school uniforms and student behavior. A quantitative
research study will be conducted comparing schools that implement a uniform policy versus
schools that do not. Discipline referrals will be compared between the two schools. The
hypotheses will be tested and researched and conclusions drawn from the analysis.
Review of the Literature
Introduction: As school begins each year, most students enter with the anticipation of
learning, making new friends, getting involved in activities, and enjoying a safe environment.
With the increase in school violence at schools such as Ft. Gibson, OK, and Columbine, CO, ,
those hopes were diminished. In light of these tragedies, school boards are looking at new
policies because they are concerned and cautious. School officials, teachers and parents are
looking to uniforms to increase safety in our schools (United States Department of Education,
1996). Proponents of school uniforms argue that there is a decrease in gang activity and fights, it
is easier to distinguish between students and strangers on campus, there is an increase in student
learning and attitudes, there is an increase in school pride, it will show high levels of
preparedness, it helps to conform to school goals, it will decrease poor student behavior, it
increases school attendance, decreases suspensions, decreases substance abuse, increases selfesteem and makse students feel a part of a larger whole (Brunsma & Rockquemore, 1998).
Body of the Review: In 1994-95, one of the largest school districts in the nation, Long
Beach Unified School District, took the initiative to change dress code policy to uniforms. The
Board stated that they know dress significantly influences behavior as they have seen its effect
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on dress-up days and color days. (Eveland, 1994) A study in 2000 (Sommers, 2001) concluded
that clothes worn to school does have an impact on discipline. Students’ behavior leans toward
the way they are dressed; hence, more formally dressed, the better the behavior.
The positive reasons of wearing school uniforms were written by Brunsma and
Rockquemore (1998). They reported that advocates of school uniforms state that it affects the
safety of students, increases student learning, promotes better attitudes in school and decreases
behavior problems. The principal from a Pittsburgh, Pennsylvania, school recalled turmoil
before school uniforms were implemented (Mancini, 1997). Principal Briscoe commented about
the competition over shoes and clothes, and she saw children defamed by discussions of ethnic
culture on T-shirts. Supports agree the uniform is a visible sign that schools expect students to
demonstrate good behavior and follow the rules (Mancini).
Along with the positive findings of Brunsma and Rockquemore (1998), other possible
benefits included decreased violence, decreased theft of expensive clothing items, prevention of
gang wearing colors and insignias, resistance to peer pressure, improved concentration on school
work, and visibility of intruders on campus (Kelly, 2000) (Kelly M. , 2000) (Isaacson, 1998)
(Chaika, 1999) (Eveland, 1994). Cultural and economic differences are erased, and students
develop an enhanced self-concept and good academic performance (Isaacson; Chaika; Eveland;
Brunsma and Rockquemore). A Maryland junior high principal even observed an increase in
honor roll students (LaPoint, 1993).
According to Mancini (1997), a study conducted by Behling, a professor from Bowling
Green University, tested reactions to pictures of students in uniform and regular dress. Both
teachers and students perceived the students in uniform were better behaved than students in
casual dress. A high school teacher from Louisiana states: “…after seeing our students in
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uniforms for the last two weeks, I see an almost magical change in the student body. My seniors
talk of the ease with which they dress in the morning, and all the kids seem calmer and more
mild mannered. Almost all the students were wearing uniforms….Perhaps they draw us all into
a sense of false security and well-being that only conformity can give (Chaika, 1999, pg. 5).
Another middle school teacher from Chicago applauds the uniforms because she is not left
wondering about who is representing a gang; and believes the feeling of gang affiliation without
activity can still be intimidating (Mancini, 1997).
Schools participating in a uniform policy are claiming it is making a difference. In
California, physical fights between students have decreased by 51% from the previous year with
no uniforms as well as 32 fewer suspensions. (Portner, 1998). Chicago reported a decrease in
gang violence; Birmingham reported a drop in weapon and drug incidents; and Houston stated a
reduction in violent crimes (Chaika, 1999). Seattle, Washington, claimed there were fewer
tardies and there were no occurrences of theft. (Kelly, 2000a). A middle school in Baltimore,
Maryland, noted a “sense of seriousness about work” (Kelly, p. 4). In 1994 when Long Beach,
California, implemented a uniform policy the school crime has plummeted by 76%; incidents of
assault have decreased 85%; offenses with weapons have decreased 83%; and vandalism has
been cut 50% (Portner, 1998). “Young people tend to behave the way they are dressed,” says R.
Stephens, Executive Director of National School Safety Center (Portner, 1998, p. 1).
On the other hand, there have been other studies done that conclude that uniforms have
no effect on substance abuse, behavioral problems, attendance, or academic performance. A
statistical study done by the University of Notre Dame of tenth grade students performed the
study (Kelly, 2000a). The American Civil Liberties Union (ACLU) does not support the claim
that school uniforms are a cure for school violence and claim there has not been any official case
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studies done to conclude that a mandatory school uniform can prevent teenage violence (Felch).
Brunsma and Rockquemore (1998) state that school uniforms act as suppressers of students’
individuality by mandating standardization of appearance and removing student expression
through clothing (Kelly, 2000a).
Summary: The implementation of a public school uniform policy has been a highly
debated topic among nationwide school districts. Proponents stress the positive effect on safety,
student learning, attitudes, behavioral problems and psychological outcomes while opponents
stress the legal, financial and actual effectiveness of the uniform policies.
School districts are choosing either voluntary or mandatory uniform policies. A
volunteer policy permits students to freely choose whether or not they will wear the school
uniform; however, a mandatory policy eliminates the factor of choice (Kelly, 2000b). Since
1998, several public school districts have implemented either a voluntary or mandatory school
uniform policy including Michigan, New Hampshire, Kansas, California, Florida, Michigan,
Illinois, Maryland, Ohio, Arizona, Minnesota, Texas, and the District of Columbia. (Education
Commission of the States, 2000). In California; however, 50 of the 70 schools have abandoned
uniforms. New Hampshire, Florida and Kansas are also giving up (Zernike, 2002). J. Portner
(1998) asserts that uniforms are a superficial solution. They may be a positive influence, but
they are not a quick and easy cure for all the problems that face a school district. Duval,
representing Council of Great City Schools in Washington, D.C., further concurs by stating that
many districts have successfully reduced violence over time without uniform requirements by
implementing alternative programs such as violence prevention courses, security measures,
police coordination with schools, smaller class sizes, and student-initiated crime reporting
(Portner). Learning cannot take place without some sense of decorum and discipline
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(Kelly, 2000a). Uniforms need to be treated as a part of an overall safety program in that
uniforms themselves cannot solve all the problems of school discipline, but they can be one
positive contributing factor to discipline and safety (U.S. Department of Education, 1996).
In reviewing the literature concerning the implementation of school uniforms, there has
been no conclusive evidence confirming that uniforms are solely responsible for a decrease in
violence and behavioral problems within a school, but they do play an instrumental role in
creating an environment that is conducive to learning.
Hypotheses: There is no significant difference regarding wearing school uniforms on the
behavior and attitudes of students.
Methodology
Introduction: This study will attempt to answer whether or not a uniform policy will
decrease school violence, tardiness, truancies, and other daily disciplinary problems. A
statistical analysis will be set up with two schools: one with a school uniform policy and one
without. Data will be retrieved about tardiness, truancies, physical fights, illegal substances,
weapon possession, verbal abuse, theft and sexual offenses. Verbal abuse can be against
teachers and other students and sexual offenses can include improper clothing items and sexual
comments made to another student.
Participants: The population includes a secondary school with an implemented uniform
policy and a secondary school without a uniform policy. The schools will be similar in number
of students enrolled and socioeconomic status. There will not be a random sampling since this is
a comparison of two schools using different policies in school dress codes.
Instrument: The instrument will be a chart with an area for recording the number of
truancies, tardies, detentions and suspensions. Included will be an area to document violations of
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school policies. From these records, data can be gathered about school violence, tardiness,
truancies, substance abuse, physical or verbal abuse, theft and sexual misconduct.
Research Design and Procedure: The study will be constructed as a chart. Both schools
will receive instructions on what should be documented on the chart to ensure that both schools
are recording information accurately. The information needed is relatively normal of what a
school would document when applying school policy for misconduct. No extra work will be
necessary on the part of the school to assist with the study.
Analysis of Data
A form recording the results is listed:
DISCIPLINARY ISSUES
Quarter
No. of Tardies
No. of Truancies
No. of Detentions
No. of Suspensions
1
Secondary School
Uniform Policy
2
3
4
1
Secondary School
No Uniform Policy
2
3
4
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DETENTIONS/SUSPENSIONS
Quarter
1
Secondary School
Uniform Policy
2
3
4
1
Secondary School
No Uniform Policy
2
3
4
Dress Code Violations
Tardies
Classroom Behavior
Fighting
Weapon Possession
Illegal Substance
Sexual Misbehavior
Theft
The research data will be analyzed to determine if the hypotheses is supported or
unsupported. The results will then be presented in written format outlining the benefits and
disadvantages of enforcing a school uniform policy.
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References
Brunsma, D. L., & Rockquemore, K. A. (1998). Effects of Student Uniforms on Attendance, Behavior
Problems, Substance use, and Academic Achievement. Journal of Educational Research , 53-62.
Chaika, G. (1999, February 29). Manual on School Uniforms. (U.S. Department of Educations) Retrieved
November 5, 2010, from Manual on School Uniforms:
http://www2.ed.gov/updates/uniforms.html
Eveland, E. (1994, January 18). Long Beach Schools: Board Resolution Authorizing Uniforms. Retrieved 10
10, 2010, from lbschools.net: http://www.lbusd.k12.ca.us/uniforms/article_4.cfm
Felch, R. (n.d.). School Uniforms: Prevention or Suppression? Retrieved November 12, 2010, from
http://www.gate.net/~rwms/UniformRay.html
Isaacson, L. (1998). Student Dress Policies. (ED415570). Eugene, OR, USA: ERIC.
Kelly, M. (2000a). School Uniforms: Pros and Cons.,
http://712educators.about.com/cs/schoolviolence/a/uniforms.htm. Retrieved November 5,
2010, from About.com Secondary Education Website.
Kelly, M. (2000b). Violence in School: Combatting Violence. Retrieved November 5, 2010, from
About.com Secondary Education:
http://712educators.about.com/cs/schoolviolence/a/schoolviolence_2.htm
LaPoint, V. H. (1993). Dress Codes and Uniforms in Urban Schools. Education Digest , 58 (7), 32.
Lumsden, L., & Miller, G. (2002). Dress Codes and Uniforms. Research Roundup , 18 (4), 2-5.
Mancini, G. (1997). School Uniforms: Dressing for Success or Conformity? Educational Digest (4), 62-65.
Portner, J. (1998). Making a splash? Teacher Magazine , 9 (6), 16.
Sommers, N. L. (2001). The Effects of Dress on School Discipline. Retrieved from ERIC database.
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SCHOOL UNIFORMS: MAKING SCHOOL SAFER
States, E. C. (n.d.). School Uniforms and Dress Codes: 1998 state policies. Retrieved November 12, 2010,
from ESC State Notes: http://www.ecs.org/clearinghouse/13/39/1339.htm
The Federal Government . (1996, January 23). President Clinton's 1996 State of the Union Address as
delivered. Retrieved October 09, 2010, from Welcome to the White House:
http://clinton2.nara.gov/WH/New/other/sotu.html
United States Department of Education. (1996). Manual on School Uniforms. Retrieved 10 09, 2010,
from Ed.gov: http://www2.ed.gov/updates/uniforms.html
Zernike, K. (2002). The un-uniformed. New York Times Upfront , 135 (6), 7.