The School Dress Code Dilemma: Equity, Respect, and Learning
In recent times, a startling surge of discriminatory actions in school settings across the United States has come to light. North Carolina suspended a girl for ten days and banned her from senior activities because of a slightly off-shoulder top. In Texas, an assistant principal used a permanent marker to conceal a boy's hair design while a transgender girl was told not to return unless she adhered to the boys' dress code.
These instances have led me to revisit the theme of dress codes and their implications on marginalized student populations, specifically Black, Brown, and LGBTQIA students. The school dress code, a seemingly benign regulation aimed at maintaining discipline, can have a disproportionate impact on these communities, breeding a disturbing environment of prejudice and inequity.
Around 93% of school districts have dress codes, many claiming that they promote safety and security. Unfortunately, these dress codes often show a bias towards certain groups. For example, 90% of dress code policies target girls' clothing, dictating what can be worn and what is deemed "inappropriate," often putting the blame on girls for supposedly distracting their male peers. This gender bias is reflected in the fact that only 69% of dress code policies focus on boys' attire.
In addition to gender bias, racial bias is also evident in these policies. Black students' natural hair and cultural head coverings are frequently deemed "unacceptable," infringing on their cultural identity and individuality; 44% of districts with dress codes ban hair wraps and some even go to the extent of banning “excessive curls” or hairstyles deeper than two inches from the scalp. (That would be an Afro.)
The Government Accountability Office's study on dress codes from 236 public school districts reveals an unsettling pattern: dress code enforcement is stricter in schools predominantly enrolling students of color. Additionally, female students reported feeling sexualized due to these regulations.
These dress codes aren't merely restrictive; they can also lead to punishments such as suspension, thus hampering students' education. Not only does this disproportionately impact students of color and those from low-income families, but it also carries a financial burden, requiring specific clothing or hair treatments. Hair treatments that contain known carcinogens.
Moreover, the enforcement of dress codes can be invasive and subjective. Around 60% of the studied dress codes involved staff members measuring students' bodies or clothing, often including physical touch. About 93% of dress codes used subjective language, leaving interpretation to personal biases of staff members.
“It is better to educate than incarcerate. It’s certainly better to educate than over-sexualize.”
Perhaps the most detrimental effect of such discriminatory dress codes is the message they send to students: that their bodies or clothes are inherently problematic. This has led to over-sexualization and criminalization of students of color, particularly girls. This intersectionality of racism and sexism further intensifies structural oppression for these students.
To address these issues, it's recommended to revise dress codes to eliminate gender-specific language and instead focus on universally applicable rules. Policies should be designed to ensure visibility for safety reasons, not to impose arbitrary restrictions. Additionally, students should be educated about professional dress instead of simply being expected to know.
It's essential that as educators and adults, we scrutinize our beliefs about students and how they influence our practices. We must question who we are "calling out" and why. If these queries remain unasked, our students of color will continue to be sexualized and criminalized, their education compromised.
I always say, “It is better to educate than to incarcerate.”
It's certainly better to educate than over-sexualize.
As a society, we must work towards teaching students to respect one another as individuals rather than objects. In doing so, we can help foster an inclusive and respectful educational environment for all.
