School uniforms ought to be worn in primary and secondary schools.
There have been two major experiments with uniforms in public schools in the United States, the Long Beach and Baltimore school systems. Both were dramatic successes, and educators in both systems attributed the results entirely to the uniforms policies. Results are measured in terms of discipline problems and academic achievement.
The most successful school systems in the US, the parochial schools, and the highest performing school systems overseas (Taiwan, Hong Kong, Japan) all have policies requiring uniforms. School uniforms work by engendering focus and school spirit, and by eliminating distractions. The human psychology behind the effects
of costume on behavior is evidenced broadly, in professions ranging from judges and
the military to airline pilots and service workers. (1) Con conjectures that the purpose
of judicial robes is to make the judge the center of attention, as if otherwise he
or she would not be the center of attention. While the practice of wearing robes is
traditional, modern judges believe that enhances the "judicial mode" of thinking:
"The robe is considered a reminder of the law and a symbol of neutrality." 35th District
Court in Plymouth, Michigan http://www.35thdistrictcourt.org... "The robe symbolizes
the authority of the court, differentiating them from the person who is the judge.
It vests the person wearing it with all rights and permissions (authorities) that
go along with the position of a judge. Contempt towards that individual, then becomes
contempt of the court, not the person, because the judge represents and embodies the
court as a whole, not the individual person any longer...Having gone all through the
booklets on judicial robes when choosing them with my husband, I am more than familiar
with what they can and can't wear, and what this is based on, since the companies
are kind enough to send informative little packets with the other literature and style
choices." http://forums.cnet.com... Con argues that if special apparel enhances judicial
thinking, then it should be applied to juries as well. I agree, it would be a definite
help. Currently, jurors do not, as a rule, conform to any dress code more strict than,
say, what one would wear to the mall. They would do well to have a "trier-of-fact
mode," particularly for felony trials. Con argues that in many professions, uniforms are used mainly for identification. Sure, sometimes it helps identification, but
identification can most often be accomplished with less cost or effort than wearing
a uniform. As in the Old West, law enforcement can be identified by those wearing
a badge and carrying a gun. In modern times, a black tee shirt with "POLICE" in white
letters is preferred in confusing situations like drug take-downs. Often, in general,
a picture badge is better identification than a uniform, because uniforms can be stolen or faked. The military battle dress uniforms are camouflaged, making the soldier harder to identify, not easier. Professions requiring
focus and discipline tend to use uniforms, independent of identification. Many have no need to be identified by the public
at all, like airline pilots and chefs. Con asks how performance is quantified. That
was answered in the cited material early, with measures of discipline and academic
performance. The evidence was provided at the same time in the cited statistics related
to Long Beach and Baltimore, and in the qualified opinions of educators. In the case
of Catholic schools, Brunsma and Rockquemore grant that Catholic schools have better
performance, but then attempt to adjust it away statistically, without proper justification.
Internationally, for example, the five top countries in eighth grade math are http://nces.ed.gov...
Taiwan, Singapore, S. Korea, Hong Kong, and Japan; all having school uniforms. (2) Con argues that having uniforms would encourage competition among schools. That is desirable, because it provides
additional motivation for students to excel. It's the job of educators to channel
the competition into academic pursuits like the school's overall test scores, or maybe the debate team. I do not claim that uniforms are the only factor in education. The main factor, I claim, is focus and discipline.
It is more important, for example, that parents insist that studies be a high priority
and that students are impressed by society that education is a serious and important
activity. What uniforms accomplish is conveying that message. American schools have many resource advantages
compared to other school systems in the world, yet performance is mediocre. We therefore expect that uniforms will have the greatest impact in schools that lack focus, and the least impact in
schools that achieve focus through parental involvement. The methodology of Brunsma
and Rockquemore was to compare Catholic schools having and not having uniforms to show that uniforms were not the decisive factor; perhaps so, but the before-and-after experience in
Long Beach and Baltimore shows that in less disciplined public schools they are an
important factor. As a matter of policy, we should do everything that helps education,
and that includes uniforms. (3) Con argues, "The concept of fashion trends being distracting is pure fiction.
Distractions occur due to boring material or boring teachers, and school uniforms don't fix that." So are we to conclude that eighth grade mathematics in Taiwan and
Japan is much more exciting than it is in the United States? An that the excitement
is intensified by having much larger classes with less student-teacher interaction?
"There are basically five fashion trends of the high schooler today. Each unique fashion
style lends itself to its own unique social outlet. While these five fashion trends
may be the popular ones of today's high school students, it doesn't mean that there aren't other high school fashion trends. ... The fashionistas search out the hottest fashionable clothing
trends for the high schooler. Their main goal is to achieve the ultimate outfit from
the hottest fashion trends at their local malls. Fashionistas set the highest standards
for high school fashion. The fashionista is a tough job to have as far as high school fashion goes, but someone has to do it. " http://www.associatedcontent.com... The
less of this, the better. (4) Con suggests that the rich be taxed to pay for the school uniforms of poor students. that sounds good to me. Agreed. Con argues that "Chasing fashion
fads may be expensive, but it's optional. Parents do not have to buy so much clothing
for their children." It's not true that teenagers are content to quietly do as they
are told by their parents. Requiring uniforms takes one expensive item off the agenda for discussion and compromise. That is why
Baltimore parent cited it as strong advantage of the uniforms policy. Perhaps in a different society, the theory of it being "optional" is true,
but in the real American society, a uniform policy cuts costs. (c1) Con argues that
uniforms limit self-expression. This is admitting it is a distraction from education. There
is no limitation on how students express themselves outside of school; some of the Japanese are outrageous cosplayers. In school, the focus should be on school as a profession. (C2) School uniforms do limit diversity, just as do police uniforms, military uniforms, and judicial robes. We want students to focus on the common interest in education.
They can express diversity in the academic world of ideas, where it is appropriate.
(C3) Con argues that "uniforms enforce conformity, and conformity is stifling to creativity and originality." If
expressing oneself through clothing is not allowed, that only leaves intellectual,
academic, and social mechanisms for creativity. That's exactly where we want the empha