Picking out clothing for the day is a part of a daily routine. One considers many factors including anything from the weather, the day’s activities to come, and simply the way they would like to present themselves. However, this simple task may be a distraction on a path to success. A widely discussed debate in today’s world is whether or not students should be required to wear uniforms to school. There are many different factors contributing to this controversy. In examining this argument through five different sources, it is easy to see that this debate contributes to a larger conversation regarding equality in the classroom.
Race and Culture in a Classroom
A major factor regarding this debate is the presence and expression of race and culture in a typical classroom. A simple way one is able to embrace diversity and express their culture is through clothing. In her article refuting the use of uniforms, Jennifer Weiss interviews a mother. In discussing the ability of her daughter to pick out clothing, the mother mentions “it teaches her to embrace diversity on every level, even in dress” (Weiss). These feelings directly expressed by a mother further emphasize Weiss’s point that when a uniform is not required, a student is able to wear clothing they feel exemplifies and expresses the culture from which they come from. The use of a uniform can inhibit this expression. Because students are unable to embrace their culture, they may be led to feel uncomfortable in comparison to their classmates, therefore contributing to feelings of inequality in the classroom.
However, a uniform also has the capacity to place all kids on the same level in the classroom. In a Newswise article in support of uniforms, it is argued that because they are wearing the same thing, students are unable to be racially profiled and judged based upon their clothing. In the article, an interviewed professor, who witnesses uniform use daily, says that the wearing of uniforms “puts all kids on the same playing field” (Newswsie). This credible statement contributes to equality in the classroom in the sense that students are all provided the same opportunities through their appearance. The judgement that the students may otherwise face is not present, allowing them to focus on their studies in the same way as their peers.
Socioeconomic Status
Another factor that contributes to classroom equality is socioeconomic status. In a school in which uniforms are not present, each student is faced with the task of purchasing clothing. This can be a daunting task for those of low economic status. In a world in which appearance leads to friendship, one feels pressure regarding the clothing they should purchase and wear. In her article regarding pros and cons of uniforms, Sarah Kuta argues that students feel the pressure to purchase the newest and most expensive clothing to fit in, a difficult task for those with little money. In the presence of a uniform, this pressure is lifted. In his article in support of uniforms, Bill Gough continues this argument in mentioning that when every student is provided the same clothing to wear, there is no need for individuals to purchase clothing to fit in. This provides an excellent way for every student to remain equal in the classroom. Their socioeconomic status does not contribute to their ability to fit in with their peers based upon the clothing they wear.
Unfortunately, uniforms can also provide a very visible difference between those of different socioeconomic statuses. Sarah Kuta presents another side to the issue in mentioning that an old and worn uniform can be very easily seen in comparison to a brand new one. She includes an interview of Tari Hardy, a middle school principal, who mentions that in looking at the children of lower economic status, “their uniforms were never as fresh, never as well fitting as the more affluent students” (Kuta). This statement is highly credible, coming from a principal who sees students every single day. Through this, Kuta argues that the requirement of uniforms can result in isolation of those who cannot afford newer clothing. Because of this, these students then worry about fitting in with their peers. In this way, lower-income students are not provided an equal experience in the classroom as their higher-income peers.
School Pride
In selecting an outfit, students are provided with the opportunity to express school pride. In the absence of uniforms, students are able to show their love of their institution in the way they would like to. If one student would prefer to wear a sweatshirt with the school logo, but another student would rather wear a skirt of the school’s colors, they are able. Each student is provided the equal opportunity to express their pride in a way they are comfortable with.
Perhaps the simplest way to show school pride and unite a student body is through the use of uniforms. In wearing school logos and colors everyday, students are able to develop a sense of love and pride for their school, along with a feeling of unity with their peers. Sarah Kuta emphasizes a benefit of uniforms through her interview with Samantha Chizauskie, an elementary school teacher, who expresses that “There is solidarity in wearing uniforms,” she says. “It’s like having spirit day every day” (Kuta). By including yet another testimony from a school professional, Kuta establishes great ethos. Her inclusion of this statement further emphasizes that uniforms encourage students to consider one another as equals in class every day. In providing the students with uniforms as a way to be prideful, every student is provided the opportunity to express pride. Additionally, although her article as a whole refutes the wearing of uniforms, Jennifer Weiss touches on this point as well. She too argues that uniforms contribute extensively to school pride through the quotation of a school superintendent, who comments, “the wearing of uniforms contributes to school pride” (Weiss). By including this statement of counterargument, Weiss is able to establish more credibility. In this instance, both authors contribute to the conversation in arguing that with uniforms, no one student can be considered more prideful than another, and the student body works in unity. Therefore, providing students yet another opportunity to remain equal in the classroom.
Self-Expression and Individuality
The clothes a person chooses to wear every day can serve as perhaps the most basic way to express individuality. Some argue that the requirement of uniforms inhibits this form of self-expression, individuality and creativity. In discussing the concept of uniforms, Mark Oppenheimer suggests that by agreeing to wear uniforms, students are participating in “one of the great surrenderings of liberty in modern history” (Oppenheimer). In his essay, Oppenheimer discusses that elements such as freedom of choice are important in self esteem in students. In order to be provided with an equal opportunity to succeed in the classroom, students must be allowed to express their personalities freely. Sarah Kuta touches on this idea as well, mentioning that through the prohibition of clothing choice, the development of self-definition and expression is limited. She again cites a schoolteacher, who mentions that “It is important for young people to be able to express themselves, and some do it best through their clothing” (Kuta). This statement connects the reader to the classroom and establishes immense credibility. Both authors argue that students should be provided an equal opportunity to express themselves, in order to lead to equal learning opportunities.
On the other hand, some argue that students are provided many opportunities to emphasize their personalities, even if it not through their daily outfit choices. Some schools that require uniforms allow for slight alteration of the typical uniform through accessories such as socks, hair bows and jewelry. Through this, students are provided the opportunity to be creative with their clothing choices. It is also argued that self-expression and choice is a distraction for students in the Newswise article. The article argues that because they are frequently thinking about how they would like to define themselves, students are less likely to focus on their school work (Newswise). With this information, the article argues that students who struggle more with their daily outfit selections and self definition are at a disadvantage in comparison to those who do not struggle with this. In order to create more focus and equality in the classroom, it is argued that individuality and choice should be limited.
Final Thoughts
The concept of school uniforms is much bigger than just the clothes that students wear at school. In examining these five sources, one can see that there are many factors that play into this debate regarding topics such as race and culture, socioeconomic status, bullying, school pride, and individuality and expression. This debate contributes to a much more complex conversation regarding equality in the classroom for each and every student.
Gough, Bill. “Advantages of Wearing School Uniforms.” Los Angeles Times, Los Angeles Times, 21 Nov. 1993, http://www.latimes.com/archives/la-xpm-1993-11-21-hd-59758-story.html.
Kuta, Sarah. “The Pros and Cons of a School Uniform Policy.” School Leaders Now, We Are Teachers, 17 Oct. 2018, schoolleadersnow.weareteachers.com/school-uniform-policy/.
Oppenheimer, Mark. “The Downsides of School Uniforms.” The New Yorker, The New Yorker, 6 Sept. 2017, http://www.newyorker.com/culture/culture-desk/the-unquestioned-goodness-of-school-uniforms.
“School Uniforms Equalize Students | Newswise: News for Journalists.” School Uniforms Equalize Students, Newswise, 19 July 2006, http://www.newswise.com/articles/school-uniforms-equalize-students.
Weiss, Jennifer. “Do Clothes Make the Student?” The New York Times, The New York Times, 16 Sept. 2006, http://www.nytimes.com/2006/09/16/nyregion/nyregionspecial2/17Runiforms.html.
Cosner Rhetoric 