Controversy over school uniform policies and dress codes in contemporary America is as rife as it has ever been. Anderson (2002), in his report "School Dress Codes and Uniform Policies," reveals that twenty-eight states have legislation targeting school dressing. Further, Anderson (2002) notes that application of these laws has significant variations across the states. Despite the ongoing discourse over school uniforms and dress codes, Anderson (2002) admits that research findings on the same matter are yet to yield conclusive results. However, he notes that although evidence is inconclusive, enforcing dress codes and uniform policies is beneficial for students in various ways, such as improved student demeanor and better academic performance. On the other hand, Deane (2015) opposes arguments linking school uniforms with positive student character, arguing that uniform policies only veil innate human differences essential for children's development. As such, the implementation of school uniform policy should vary with schools, ensuring that dress codes or uniform policies effectively ameliorate unique social problems in each school.
Parties on both sides of the debate acknowledge that having a definite uniform or dress code policies is not a magic bullet for common school problems. In other words, such policies are only cosmetic redresses for deep-lying problems. For example, Anderson (2002) claims that strict uniform and dress code policy provides a "simplistic approach" to averting school violence, among other issues. In light of this, King reports that the adoption of mandatory uniform policy is not the best approach for ascertaining school children's security and safety (as cited in Anderson, 2002, p. 7). This evidence shows that school administrations need to seek sustainable solutions to school problems. On the other hand, Deane (2015) supports the assertion that uniforms are not the elixir for ubiquitous school problems. She argues that there is an inherent value of children learning together and expressing themselves uniquely as a 'pragmatic remedy' for uniform policy injustice. Her premise shows that allowing children to express their exclusive experiences helps cultivate inclusivity in school environments, which indirectly alleviates existing social problems.
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Proponents of school uniforms recognize their considerable benefits for students. Standard dress codes not only have a positive impact on students but also for other players in the education system like parents. Anderson (2002) lists these real benefits as school safety, better academic performance, enhanced students' self-esteem, and minimized financial stress for families. He states that many educators ‘firmly believe’ that uniforms result in lower incidences of violence. The author also claims that students attain higher grades due to higher focus on schoolwork than other students' fashion choices. Anderson (2002) also explains two other equally important benefits i.e., decreased peer pressure thanks to the equalizing effect of uniforms and freeing students' families from the financial burden of buying expensive clothes. As such, these dress codes and school uniforms are beneficial for all stakeholders in education. Generally, enforcing either uniforms or standard dress codes rewards schools by helping them to minimize friction among students.
Opponents of school uniforms and dress codes remain adamant that uniforms are mostly insignificant for students' growth. Deane (2015) employs Fraser's bivalent continuum construct to explain the inconsequential nature of school uniforms. In particular, she highlights that uniform policies reflect futile efforts of addressing the plight of children suffering recognition and distributional injustices. She argues that such efforts are in vain because enforcement of uniform policy serves as a tradeoff to politics of difference. Consequently, Deane (2015) argues that strict dress code policies deny children democratic schooling, which inspires humanity in them. Through Young's construct, she explains how politics of difference equate school life to city life, which encourages students to confront differences. The author's arguments mean that the politics of difference are vital for children's growth. Therefore, adopting a specific dress code is likely to curtail children's assertive ability, thereby creating social problems.
Although adopting dress codes or uniforms is a potent tool for mitigating most social problems in schools, albeit only superficially, most school administrators remain in a pickle over implementation methods. The key cause for implementation trouble is the restrictive nature of uniforms on children's expression. However, implementation difficulty pales in comparison to the eventual wholesome benefits that entire school ecosystems stand to enjoy on embracing school uniforms.
References
Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report .
Deane, S. (2015). Dressing Diversity: Politics of Difference and the Case of School Uniforms. Philosophical Studies in Education , 46 , 111-120.
Reflection
How does the Rogerian model of argument help you better understand the topic that’s being discussed? Why is it a good practice to acknowledge both sides of the argument?
Rogerian argument broadens my understanding of a contentious issue because it enables me to perform in-depth research on both viewpoints. Besides, acknowledging opposing sides of an argument ensures that I approach the topic in question analytically. Therefore, using the Rogerian model is a good habit because it teaches me how to make amicable conclusions.
Will you use the Rogerian Approach in your own argumentative essay? Why or why not?
I will certainly use the Rogerian model in my argumentative essay. In particular, the Rogerian argument makes research more engaging and ensures that I strongly address both perspectives and arrive at an acceptable middle ground. Blakesley and Hoogeveen (2011) state that the Rogerian argument resolves conflicts by expanding the overlap margin between disagreeing parties.
References
Blakesley, D., & Hoogeveen, J. L. (2011). Writing: A Manual for the digital age, brief, spiral bound version . Cengage Learning.
