Gender Bias in Schools: Role of School Dress-Code-Policy Enforcement, Body Shaming on Female Adolescent Development

• In Event: Racism and Other Identities on Youth Wellbeing and Learning: Use of Intersectionality

Abstract

The development of a strong and stable self is essential for a healthy, inclusive society. Self-identity development refers to the descriptive characteristics, qualities, and abilities people use to define themselves, and is strongly influenced by the judgements made about oneself and perceived judgements of others. Dressing is one way adolescents express and explore their developing identities, as well as gain social status and approval of peers (Aghasaleh,2018).
Culturally insensitive dress code policies in schools may hinder inclusive learning environments by disproportionately targeting female students. Dress code policies may undermine a school’s obligation to support and guide students with their self-identity development by forcing students to conform their bodies to a dominant-culture expectation, or face consequences of arbitrary policy enforcement. Females are often suspended when violating dress policy, sending messages that covering their bodies is more important than receiving an education (Morris & Perry,2017). Further, rather than schools setting up guidelines that will support student exploration of self, which is essential for becoming adults in a diverse society, dress codes are harming students’ understanding of who they are and who they want to become.
Project methods included qualitative data analysis of existing publically available statements on school dress code policies (N=10) from private and public schools, one-on-one interviews (N=13) with students, parents, and school staff, and open-ended student surveys (N=10). School dress code policies, interviews, and surveys were coded to reveal recurring themes. Results indicated biased intentions surrounding implementation and enforcement of dress code policies, and negative messages female adolescent students receive about their bodies from peers and adults. Overall, themes indicated enforcement of dress code policies seemed to be stricter towards females (see Table 1), especially females of color, and particularly for those females with larger body sizes. Most females surveyed reported being called “fat, fatty, or big” by peers and adults (see Table2), sending messages that larger bodies are less socially acceptable. Dress code policies indicated greater focus on female clothing modifications and supplements, compared to a lack of focus on male students (e.g. no thin tank top straps, shorts being finger-tip in length, no tube-tops). Marginalized groups, including female student of color, or students with larger body sizes may alter or hide their true identities due to being socialized by arbitrary dress code guidelines and societal expectations of body size that are historically based on power and prejudices, leading to lowered self-esteem and self-worth.

In sum, adolescent identity development was negatively impacted by school authorities enforcing what students can and cannot wear. Female students are particularly vulnerable to strict dress code policies through explicit and implicit messages from peers and adults that their bodies are a distraction and not socially acceptable. Dress code policy enforcement can also have negative effects on social-emotional developmental processes, socio-cultural implications, and self-expression through fashion choices. Schools should be safe and equitable for all students, while also focusing on retaining students in classes rather than supporting arbitrary and biased dress code policy enforcement that greatly hinders female education and their developing identities.

Authors

• Pamela Linton Norcross, Meredith College
  Presenting Author

• Alexandra Howell, other
  Non-Presenting Author

• Hannah Porter, Meredith College
  Non-Presenting Author

• Amyia Gorham, Meredith College
  Non-Presenting Author

• Maha Issa, Other
  Non-Presenting Author