Undressing Policy: A Critical Analysis of North Carolina Public School Dress Codes

• In Event: Roundtable Session 7
  In Roundtable Session: Critical Analysis in Education Policy

Abstract

This paper deconstructs the purpose, function, and effect of dress codes on various student subgroups that will allow for the eventual implementation of legal, intentional, and equitable school policy. The content analysis considers dress code policies from each of the 115 total school districts in NC. The research team also conducted twelve one-hour semi-structured interviews. Interview participants included those in leadership positions in a school district. The research team triangulated the content analysis with analyses of these different interviews for different groups of people. Preliminary findings are framed by feminist critical policy analysis and queer theory. These findings suggest North Carolina dress codes are largely defined by heteronormative clothing choices and controlling girls’ sexuality.

Authors

• Torrie Kincaid Edwards, University of North Carolina - Chapel Hill

• Clyde Harrelson, University of North Carolina - Chapel Hill

• Catherine Marshall, University of North Carolina