Review: Dress Code Discrimination

The article “When School Dress Codes Discriminate” explores the discrimination of females and minorities in terms of dress code.  The author Kira Barrett publishes articles for News and Features from the National Education Association about education policy, student and social issues, and educators in action.  Using quotations from principals, teachers, parents, and students. Barrett describes various instances of dress code discrimination.  Although one may assume the article is bias because the author is female, Barrett’s use of quotations and her reference to a reputable source makes this article somewhat credible.   

Most readers would assume this article is inherently bias because the author is a female.  Barrett makes references to “dress code regulations [that target] female students” and “school dress codes [that] use gendered language” (Barrett).  Coming from a male most readers would agree with this claim; however, coming from female readers may assume confirmation bias.  Critics may assume the author has gathered information that solely confirms her claim.  Barrett avoids this accusation by using scenarios and testimonies and referencing a reputable source to prove discrimination is in fact present in school dress codes. 

Barrett includes quotations from principals, teachers, parents, and students and references a girlhood expert adding to the credibility of her article.  Marci Kutzer of Bertha Ronzone Elementary in Las Vegas recognizes obvious sexism in her as the school board assumes “’A boy’s education can be compromised by your gender’” (Barrett).  Students have also witnessed double discrimination as 17-year-old Maddie Reeser from Balitmore City public school recognized “it’s the black girls at her school who are the most frequently dress coded” (Barrett).  Not only does Barrett include testimonies from across the nation, she also references a girlhood expert further supporting her claims.  Shauna Pomerantz, the author of Girl, Style, and School Identities: Dressing the Part, researches feminist sociology and youth cultural studies at Brock University (Shauna).  Supporting Barrett’s claims, Pomerantz “says that ‘dress coding’ students for being distracting is a form of victim-blaming" (Barrett).  Using quotations from principals, teachers, parents, students, and an expert in the field, Barrett supports her claim adding to her credibility. 

Barrett uses scenarios and testimonies along with a reputable source to prevent assumptions of bias based on her gender.  This article is, for the most part, a very credible source.

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Works Cited

Barrett, Kira. “When School Dress Codes Discriminate.” NEA Today, 24 July 2018, neatoday.org/2018/07/24/when-school-dress-codes-discriminate/.

“Shauna Pomerantz.” Brock University, brocku.ca/social-sciences/child-and-youth-studies/people-in-our-department/shauna-pomerantz/.

Review: Freedom of Expression Under the Constitution as Applied to Public School Dress Codes

This article from Brigham Young University Education and Law Journal by Amy Mitchell Wilson, reviews the many court cases concerning dress code in public schools. Wilson, an attorney from Phoenix, Arizona addresses the controversy surrounding First Amendment protection as applied to school dress codes in “Public School Dress Codes: The Constitutional Debate.” According to the article, an increase in violence and decline in academic achievement has prompted public schools to enforce stricter dress codes and even school uniforms. Although the article may appear to be quite overwhelming and skeptics may question the religious-affiliated source, Wilson’s analysis of court cases surrounding school dress provides credible insight into the issue.

Upon first viewing Wilson’s article, readers may be overwhelmed by both its size and structural complexity. Spanning fourteen pages, the article is divided into five sections, some of which also contain subsections. It can be quite a daunting task to review and analyze such a long article. Critics may also question bias as the source, Brigham Young University, is affiliated with The Church of Jesus Christ of Latter-Day Saints. With religious affiliation, Wilson may be more critical of allowing students to wearing gang-related attire or obscenity on clothing.

Although the article’s structure may alarm readers and indications of bias lead to questions of credibility, Wilson offers strong analyses of important court cases as they apply to public school dress codes. In fact, the article’s complex structure is helpful in guiding the reader through deep analysis of each court case.  Wilson guides the reader by first introducing the controversy, and then describing constitutional issues, analyzing specific regulations, and explaining the constitutionality of school uniforms.

Wilson connects the Tinker v. Des Moines Independent Community School District case to each section of the article.  For example, the courts were overwhelmed with cases of student expression by hair length following the Tinker case.  Cases were heard in nine of the federal circuit courts with split results, as circuits used different constitutional reasoning for their decisions. Following a study of the decisions among the circuits, Wilson found the outcome “depends almost exclusively on the geographic location of the events.” The Fifth, Sixth, Ninth, Tenth, and Eleventh Circuits generally upheld the school dress code as displayed in Zeller v. Donegal School District Board of Education. On the other hand, in Richards v. Thurston and Bishop v. Colaw, the First, Fourth, Seventh and Eight Circuits deemed the dress codes unconstitutional.  Wilson also connects the Tinker case to the regulation of obscenity on clothing and gang related clothing.  By connecting a single case to other court cases, Wilson analyzes and provides the reasoning for each court decision, guiding the reader through her complex article.

Despite Wilson’s possible inherent bias, she remains objective in analyzing and explaining various court cases as they apply to public school dress codes. Although the article may appear long and complex, the language is rather simple, and the structure is organized in a way that helps guide the reader through a large amount of information. This credible and scholarly source can be useful in examining constitutional protection of speech and expression as applied to public school dress codes.

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Works Cited

Wilson, Amy Mitchell. “Public School Dress Codes: The Constitutional Debate.” EBSCO Host, Brigham Young University Education & Law Journal, 1998, web.b.ebscohost.com/ehost/detail/detail?vid=7&sid=b05ce3a0-aff1-42f2-85a3-84869ca4bfd4%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=682115&db=a9h.

Review: Niche.com "Dress Codes Growing in Style at U.S. Schools"

High School dress codes are a topic of debate among parents and school administrators, and the article “Dress Codes Growing in Style at U.S. Schools” explores the use of dress code and uniforms in U.S. public schools. On the surface this article seems to be balanced because it presents the pros and cons of school dress codes and school uniforms, but with a closer look it does skew in favor of dress codes.

The article presents dress codes as reasonable middle ground between no dress code of any kind and school uniforms. “With all of the trouble that comes with dress codes, many schools are opting for school uniforms.” (Niche). The uniforms are presented, in this paragraph, as a stricter alternative to dress codes. Combined with the “Common Dress Code Rules” above it, the dress codes are presented as a happy medium between no dress code and uniforms.

On the other hand, the article employs scare tactics to gain support for dress codes. “On April 20, 1999, Eric Harris and Dylan Klebold opened fire on their school in Littleton, Colo., killing 12 students and one teacher before turning their guns on themselves. After this tragedy, people looked for answers and soon were drawn to the behaviors of Harris and Klebold, including their clothing, which consisted of trench coats with pockets deep enough for weaponry.” (Niche). The article describes what happened during the Columbine School shooting before saying that their clothing is to blame for what they did.

The article presents all of this information, before finally ending the article throwing its support behind dress codes. It heads the support with the title "The Bottom Line", this phrasing implies that no matter what the opposition says, dress codes are still the way to go. “But with schools searching for better security methods in an effort to maintain control, dress codes are sometimes the smallest and easiest form of defense.” (Niche). At the end of the article, this sentence guides readers into seeing dress codes as a good thing to have on public school campuses.

The article from Niche.com presents itself as a balanced source for information, but with its scare tactics and blatant support at the end of the article, it obviously supports dress codes. Overall, this article is credible with its information, but it does skew in favor of dress codes.

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Works Cited

Niche. “Dress Codes Growing in Style at U.S. Schools.” Niche, 12 Apr. 2017, www.niche.com/blog/dress-codes-growing-in-style-at-u-s-schools/.

Review: When Enforcing School Dress Codes Turns Into Slut Shaming

The Time article, “When Enforcing School Dress Codes Turns Into Slut Shaming” was written in response to middle school girls in Evanston, Illinois protesting the right to wear leggings and yoga pants to school. The school administrators argued that the girls’ clothing was too distracting for their male classmates, but the girls are arguing that they should not be responsible for other’s thoughts and distractions. The article comes out in support of the girls, but despite the author including a personal experience in the beginning of the article and using an inflammatory title, they still present a reasonable even argument within the body of the article.

Including a controversial term like “slut shaming” in the title of an article about dress coding middle school students is a very conscious choice to make. “The argument being made by school administrators is not that distant from the arguments made by those who accuse rape victims of asking to be assaulted by dressing a certain way. We tell women to cover themselves from the male gaze, but we neglect to tell the boys to look at something else.” (Dockterman).  On the surface the title along with this quote seems to be implying school administrators are always looking to shame girls for what they are wearing in school. However, the author brings this point up to show how quickly calling young girls out on dress code violations can escalate to victim blaming. The author is not trying to paint these administrators in a bad light, but rather, make the connection between the arguments to educate readers on how the two subjects could be intertwined.

Personal experiences in articles tend to lend credence to the idea that the article is biased towards one side of the argument or the other, but in this instance, the personal experience lends to the author’s credibility on the subject. “I broke school rules- as just about every other teenage girl in high school did when they got dressed in the morning- and probably deserved to be punished. But this time, my teacher, tired of reprimanding girls for dress code violations every day, had decided to make an example of me in front of the class.” (Dockterman). The author is relating to these girls and others that have been dress coded in the past. The story also allows people who have not been dress coded an insight into how dress coding incidences can disrupt a person’s day and the ability to get an education.

In the spirit of engaging in a reasonable and even debate, the author does give the dress code enforcers the benefit of the doubt. “I’m sure the teachers mean well by encouraging girls not to think that they need to wear tight clothes in order to get attention from boys or emulate their favorite TV show characters.” (Dockterman); the author realizes that while it may not seem like it to those being punished, the teachers have the students’ best interests at heart. They do not go out of their way to shame the students; the teachers simply want to see them succeed.
     
In fact, the article goes onto agree with the teachers. “Some clothes are appropriate for school and some are not. But we ought to make that distinction without implying that a girl must be accountable for the sexual attention she gets.” (Dockterman). The author agrees that students should not wear certain things at school, but reminds that the wording used to communicate this idea should be neutral and not accusatory or shameful in any way towards the student.
     
Even though the title of this Time article has an inflammatory title and the author’s personal experience with dress coding there is still enough of a balance in the presentation that it is not fully one sided. Overall, this article is a credible source of information on the topic of dress coding in public schools.

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Works Cited

Dockterman, Eliana. “Dress Codes That Slut Shame: Evanston Middle Schoolers Protest.” Time, 24 Mar. 2014, time.com/36997/when-enforcing-school-dress-codes-turns-into-slut-shaming/.