Introduction
Diversity became a significant part of human life and made each person unique. This situation influences dress code policies at schools. The dress code provides equality among students, but uniform diversity allows students to express themselves and feel more comfortable during the studying process. Still, school uniform is an excellent way to restore order and discipline, but dressing in diversity makes the school environment more democratic and helps students to accept the differences of other people.
Discussion
On the one hand, the dress code defines what should not be worn to maintain discipline and order and relieve parents’ stress. The dressing rules aim to teach students self-respect and responsibility (Anderson, 2002). Furthermore, the ability to choose the appropriate clothes for different events brings up a sense of style in students, which is a valuable skill. The main problem with the dress code is the constant change of fashion, which students usually try to follow (Anderson, 2002). That is why most schools implemented a general dress code, which is easier to follow and suitable for each fashion change. In addition, the dress code brings less stress to the family due to the inability to provide children with a necessary uniform. It is easier to follow general dressing rules, which are expected during the studying process, rather than wear something new daily. Thus, the dress code improves the learning environment by leading to discipline, less stress, and self-responsibility.
Furthermore, uniform policies define what should be worn, prevent violence among students, and reduce socioeconomic differences. These rules are aimed at providing safety and basic behavioral patterns among students. If students dress alike, they will behave according to their style, so less violence will be seen (Anderson, 2002). It is believed that the level of violence is connected with clothing styles. For instance, baggy and oversize style is associated with gang activity because it is easier to hide weapons in these clothes (Anderson, 2002). In addition, the dress code makes everyone look similar, so it is harder to insult someone due to financial status. In this case, the dress code leads to equality and reduces the socioeconomic difference among students. Hence, uniform policies decrease violence and bring equality and safety to students.
On the other hand, dressing diversity leads to implementing democracy and acceptance of differences of other people. School uniform policies create obstacles to accepting the diversity of other people. Furthermore, the dress code leads to wrong expectations of neutrality on behalf of students by causing blindness to see differences between other people and accept them (Deane, 2015). Democracy is based on diversity of thoughts, so students should learn to recognize these differences. School uniform is aimed at making everyone behave equally and similarly, which ruins the features of each child’s character. In addition, dressing diversity allows children to express themselves and their views. Lastly, schools uniform policies teach seeing similarities rather than differences, but this statement conflicts with democratic rules, where each person has a right to be different (Deane, 2015). Therefore, dressing diversity emphasizes the basic rules of democracy and teaches us to value the differences of others and accept them.
Conclusion
To conclude, the dress code and school uniform policies improve the learning environment by promoting equality and self-discipline and restoring order. However, dressing diversity develops democracy and brings up a better understanding that each person is different. That is why it is essential to combine these two views to provide discipline, self-responsibility, and diversity acceptance among students and improve the learning environment.
References
Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report. Web.
Deane, S. (2015). Dressing Diversity: Politics of Difference and the Case of School Uniforms. Philosophical Studies in Education, 46, 111-120. Web.