religious dress code essay

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

• Restrictions on Women’s Religious Attire

More countries restrict women’s ability to wear religious symbols or attire than require women to dress a certain way

Table of contents.

• Methodology

In many countries around the world, women’s choices about their attire and appearance are restricted to some degree by government laws, policies or regulations. In recent years, most of these countries have had laws or policies that ban women from wearing religious attire in public places or limit their ability to do so in some circumstances. By comparison, far fewer countries require women to wear particular types of attire (such as headscarves or long dresses) for religious reasons.

As part of its annual study on government restrictions on religion and social hostilities involving religion, Pew Research Center tracks the number of countries where some level of government – national, provincial or local – regulates “the wearing of religious symbols, such as head coverings for women and facial hair for men.” 1 Looking at only those laws, policies or regulations that apply specifically to women, the Center finds that 50 of the 198 countries and territories included in the study had at least one law or policy regulating women’s religious attire in 2012 and 2013, the two most recent years for which data are available. About three-quarters of those countries (39 of the 50, or 78%) had a law or policy limiting women’s ability to wear religious attire, while about a quarter (12 of the 50, or 24%) had at least one law or policy requiring women to wear particular attire. Some of these laws or policies applied nationwide, while others were imposed at the provincial, state or local level. One country – Russia – had policies forbidding women from wearing religious attire (in the territory of Stavropol, where Muslim headscarves, or hijabs, were banned in public schools) as well as policies requiring women to wear religious attire (in Chechnya, where women were required to wear hijabs in all public buildings). 2

Laws or policies limiting women’s ability to wear religious attire were particularly common in Europe, where 18 of the region’s 45 countries (40%) had at least one such restriction in 2012-2013. 3 Several European countries effectively banned certain types of religious garb in public places. In France, for example, authorities continued to enforce a law passed in 2010 that prohibits people from covering their faces in public places, including government buildings, public transportation and venues such as restaurants and movie theaters. Those who did not comply with a police officer’s request to uncover their face could be fined or ordered to attend a citizenship class. 4 A similar policy was in effect in Belgium, where police continued to enforce a 2011 federal law banning people from wearing clothing that covers the face, or large parts of it, in public places. Violators could be fined and/or detained for up to seven days. 5 In December 2012, Belgium’s Constitutional Court upheld the ban, ruling that it was necessary to protect public safety, ensure equality between men and women and preserve “a certain conception of ‘living together’ in society.” 6

[10. See U.S. Department of State. May 20, 2013. “Algeria.” 2012 Report on International Religious Freedom.]

[12. See Human Rights Watch. 2014. “ World Report 2014: Indonesia .]

[18. See U.S. Department of State. July 28, 2014. “Kenya.” 2013 Report on International Religious Freedom. Also see Namlola, Juma. March 25, 2015. “ Muslim Leaders to Appeal High Court Ban on Veils in Schools .” The Nation.]

[19. See U.S. Department of State. July 28, 2014. “Canada.” 2013 Report on International Religious Freedom.]

[21. For more details on the index and the sources, see the Methodology for Pew Research Center’s February 2015 report “ Latest Trends in Religious Restrictions and Hostilities .”]

The Center’s studies on religious restrictions are part of the Pew-Templeton Global Religious Futures project, which analyzes religious change and its impact on societies around the world. This project is jointly funded by The Pew Charitable Trusts and the John Templeton Foundation.

Women also faced harassment over religious dress

Even in countries that do not officially regulate women’s attire, women sometimes face social pressure to conform to local customs or societal norms concerning religious dress. Failure to comply can lead to harassment or acts of hostility directed at women by private individuals, organizations or social groups. This includes cases in which women are harassed for wearing religious dress, as well as cases in which they are harassed for perceived violations of religious dress codes. Pew Research Center’s latest study on religious restrictions and hostilities finds that more than 50 countries had at least one incident involving this type of harassment in 2013. 7

Harassment of women over religious dress is one of the 13 measures that make up Pew Research Center’s annual index measuring the extent of social hostilities involving religion across the world. 8  To track harassment of women over religious dress, researchers at the Center comb through the same information sources used to track government restrictions on religion.

It is important to note that the coding of this measure simply reflects the presence or absence of harassment in a particular country, not the extent of the harassment. A country that had a single incident of harassment is coded the same as one that had widespread harassment. It is also very likely that the sources do not capture every incident of harassment in a particular country, especially incidents that occurred within families. In addition, the definition of harassment used in the sources is very broad, covering everything from name-calling to physical assaults. The sources do not attempt to differentiate between the types of harassment or determine the severity of the harassment. However, the sources are particularly likely to take note of very serious incidents of harassment and high-profile incidents that result in media coverage. Therefore, the coding of this measure gives a general sense of how widespread such harassment is around the world and how it may contribute to the climate of human rights and religious freedom in particular countries.

As noted above, the question included in the Social Hostilities Index (“were women harassed for violating religious dress codes?”) does not differentiate between harassment of women for wearing religious attire or for not wearing religious attire. For this report, researchers went back and recoded the data from 2012 and 2013 to determine how many countries had reports of each type of harassment.

During this two-year period, women were harassed for wearing religious dress in 33 of the 198 countries (17%). By contrast, women were harassed for not abiding by religious dress codes in 23 of the 198 countries (12%). There were relatively few countries in which both types of harassment occurred in 2012 and 2013 (five countries, or 3%).

In general, harassment of women over religious dress was in line with government laws, policies or regulations. For instance, in the 39 countries that restricted women’s ability to wear certain kinds of religious attire, two-thirds of all incidents of harassment involved women who were wearing such attire. And in the 12 countries that mandated some form of religious dress, all the incidents of harassment reported in the study’s sources involved women who failed to abide by the dress codes.

Type of harassment women faced over religious dress varied by region

When it comes to reported incidents of harassment, Europe stands out in one key respect: In nearly half of the region’s countries (21 of 45), there was at least one report of women being harassed for wearing religious attire in 2012-2013. This is a higher percentage than in the four other regions included in the study.

[25.  See Spitálszky, Andrea. 2013. “ National Shadow Reports 2012-2013: Spain .” European Network Against Racism. ]

Relatively few European countries (three of the 45, or 7%) had incidents in which women were harassed for not wearing religious attire. One country that did was Russia. Women in the Russian republic of Chechnya were pressured to wear headscarves in public places as part of President Ramzan Kadyrov’s so-called “virtue campaign,” and in the Chechen capital of Grozny, several women were attacked with paintball guns when they appeared in public without wearing headscarves. 9

[29. See Human Rights Watch. 2013. “ Tunisia. World Report 2013 .”]

[31. See U.S. Department of State. May 20, 2013. “The Philippines.” 2012 Report on International Religious Freedom. Also see Aug. 5, 2012. “ Philippine School Bans Students from Wearing Hijab .” Agence France-Presse.]

[33. See U.S. Department of State May 20, 2013. “Nigeria.” 2012 Report on International Religious Freedom.]

[36. See Human Rights Watch. 2014. “ World Report 2014: Canada .” Also see Peritz, Ingrid, and Les Perreaux. Sept. 10, 2013. “ Quebec Reveals Religious Symbols to be Banned from Public Sector .” The Globe and Mail. The proposed “charter of values” died the following year, after Parti Quebecois was defeated in Quebec’s 2014 general election. See Séguin, Rhéal. April 7, 2014. “ Marois to Step Down in Wake of Stunning Defeat at the Hands of Liberals .” The Globe and Mail.]

There were no reports in the study’s sources of women being harassed over religious dress in the United States in 2012-2013. However, it is important to note that the data collection process for the U.S. is slightly different than for the rest of the world since one of the primary sources used for the study – the U.S. State Department’s International Religious Freedom Report – does not cover the U.S. To make sure events in the U.S. are not overlooked, researchers examine reports from the U.S. Department of Justice and the FBI, as well as those primary sources that do include data on the United States, including reports by the Anti-Defamation League, the United Nations, Human Rights Watch, the International Crisis Group and the United Kingdom Foreign & Commonwealth Office. Overall, the U.S. has moderate levels of both government restrictions on religion and social hostilities toward religious groups, ranking somewhere in the middle range of nearly 200 countries analyzed in Pew Research Center’s most recent report on religious restrictions and hostilities worldwide. 10

• For more details, see Pew Research Center’s February 2015 report “ Latest Trends in Religious Restrictions and Hostilities .” ↩
• See U.S. Department of State. July 28, 2014. “Russia.” 2013 Report on International Religious Freedom. Also see Barry, Ellen. March 18, 2013. “ Local Russian Hijab Ban Puts Muslims in a Squeeze. ” The New York Times. ↩
• For background, see Human Rights Watch. Dec. 21, 2010. “ Questions and Answers on Restrictions on Religious Dress and Symbols in Europe. ” ↩
• See U.S. Department of State. July 28, 2014. “France.” 2013 Report on International Religious Freedom. According to the State Department’s 2012 Report on International Religious Freedom: “The policy of the police is not to enforce the law in private locations, or around places of worship, where the law’s application would unduly interfere with the free exercise of religion. … If an individual refuses to remove the garment, police may take the person to the local police station to verify his or her identity. However, an individual may not be questioned or held for more than four hours.” Also see Willsher, Kim. July 1, 2014. “ France’s Burqa Ban Upheld by Human Rights Court .” The Guardian. ↩
• See U.S. Department of State. July 28, 2014. “Belgium.” 2013 Country Reports on Human Rights Practices. Also see July 23, 2011. “Belgian Ban on Full Veils Comes Into Force .” BBC News. ↩
• See U.S. Department of State. May 20, 2013. “Belgium.” 2012 Report on International Religious Freedom. Also see Chaib, Saila Ouald. Dec. 14, 2012. “Belgian Constitutional Court says Ban on Face Coverings Does not Violate Human Rights.” The Strasbourg Observer. ↩
• See Pew Research Center’s February 2015 report “ Latest Trends in Religious Restrictions and Hostilities .” ↩
• For more details on the index, see Pew Research Center’s February 2015 report “ Latest Trends in Religious Restrictions and Hostilities .” ↩
• See Human Rights Watch. 2013. “ Russia. World Report 2013 .” Also see Human Rights Watch. 2012. “ Virtue Campaign on Women in Chechnya Under Ramzan Kadyrov .” ↩
• See Pew Research Center’s February 2015 report “ Latest Trends in Religious Restrictions and Hostilities. ” Also see Pew Research Center’s March 25, 2015, Fact Tank post, “ How the U.S. compares with the rest of the world on religious restrictions .” ↩

Sign up for our weekly newsletter

Fresh data delivery Saturday mornings

Sign up for The Briefing

Weekly updates on the world of news & information

Most Popular

Report materials.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

© 2024 Pew Research Center

Islamic Clothing Requirements

Mireya Acierto/Getty Images 

• Important Principles
• Prayer Salat
• Prophets of Islam
• Ramadan and Eid Al Fitr
• Hajj and Eid Al Adha
• M.Ed., Loyola University–Maryland
• B.S., Child Development, Oregon State University

The manner of dress of Muslims has drawn great attention in recent years, with some groups suggesting that restrictions on the dress are demeaning or controlling, especially to women. Some European countries have even attempted to outlaw certain aspects of Islamic dress customs, such as covering the face in public. This controversy stems largely from a misconception regarding the reasons behind Islamic dress rules. In reality, the way in which Muslims dress is really driven out of simple modesty and a desire to not draw individual attention in any way. Muslims generally do not resent the restrictions placed on their dress by their religion and most regard it as a proud statement of their faith. 

Islam gives guidance about all aspects of life, including matters of public decency. Although Islam has no fixed standard as to the style of dress or type of clothing that Muslims must wear, there are some minimum requirements that must be met. 

Islam has two sources for guidance and rulings: the Quran , which is considered to be the revealed word of Allah , and the Hadith—the traditions of the Prophet Muhammad , who serves as a human role model and guide.

It should be noted, too, that codes for conduct when it comes to dressing are greatly relaxed when individuals are home and with their families. The following requirements are followed by Muslims when they appear in public, not in the privacy of their own homes. 

1st Requirement: Parts of the Body to Be Covered

The first bit of guidance given in Islam describes the parts of the body which must be covered in public.

For Women : In general, standards of modesty call for a woman to cover her body, particularly her chest. The Quran calls for women to "draw their head-coverings over their chests" (24:30-31), and the Prophet Muhammad instructed that women should cover their bodies except for their face and hands. Most Muslims interpret this to require head coverings for women, although some Muslim women, especially those of more conservative branches of Islam, cover the entire body, including the face and/or hands, with a full body chador.

For Men: The minimum amount to be covered on the body is between the navel and the knee. It should be noted, though, that a bare chest would be frowned upon in situations where it draws attention. 

2nd Requirement: Looseness

Islam also guides that clothing must be loose enough so as not to outline or distinguish the shape of the body. Skin-tight, body-hugging clothes are discouraged for both men and women. When in public, some women wear a light cloak over their personal clothing as a convenient way to hide the curves of the body. In many predominantly Muslim countries, men's traditional dress is somewhat like a loose robe, covering the body from the neck to the ankles.

3rd Requirement: Thickness

The Prophet Muhammad once warned that in later generations, there would be people "who are dressed yet naked." See-through clothing is not modest, for either men or women. The clothing must be thick enough so that the color of the skin it covers is not visible, nor the shape of the body underneath.

4th Requirement: Overall Appearance

The overall appearance of a person should be dignified and modest. Shiny, flashy clothing may technically meet the above requirements for exposure of the body, but it defeats the purpose of overall modesty and is therefore discouraged.

5th Requirement: Not Imitating Other Faiths

Islam encourages people to be proud of who they are. Muslims should look like Muslims and not like mere imitations of people of other faiths around them. Women should be proud of their femininity and not dress like men. And men should be proud of their masculinity and not try to imitate women in their dress. For this reason, Muslim men are forbidden from wearing gold or silk, as these are considered feminine accessories.

6th Requirement: Decent But Not Flashy

The Quran instructs that clothing is meant to cover our private areas and be an adornment (Quran 7:26). Clothing worn by Muslims should be clean and decent, neither excessively fancy nor ragged. One should not dress in a manner intended to gain the admiration or sympathy of others.

Beyond the Clothing: Behaviors and Manners

Islamic clothing is but one aspect of modesty. More importantly, one must be modest in behavior, manners, speech, and appearance in public. The dress is only one aspect of the total being and one that merely reflects what is present on the inside of a person's heart.

Is Islamic Clothing Restrictive?

Islamic dress sometimes draws criticism from non-Muslims; however, dress requirements are not meant to be restrictive for either men or women. Most Muslims who wear a modest dress do not find it impractical in any way, and they are able to easily continue with their activities in all levels and walks of life.

• Why and When Do Muslim Girls Wear the Hijab?
• Who Do Muslim Men Wear?
• The Stages of Hajj, the Islamic Pilgrimage to Mecca (Makkah)
• The 5 Prayers of Islam
• Are Muslims Allowed to Get Tattoos?
• What Are the Islamic Views on Breastfeeding?
• Can Islamic Clothing Be Worn in an Official ID photo?
• Steps to an Islamic Divorce
• Juz' 26 of the Quran
• Etiquette Tips for Visiting a Mosque as a Non-Muslim
• International Flags With a Crescent Moon and Star Symbol
• Origins and Doctrines of Wahhabism, Islam's Extremist Sect
• Biography of the Prophet Muhammad's Later Life
• The Adhan: The Islamic Call to Prayer
• The Legal Marriage Contract in Islam
• Who Are the Uyghur Muslims in China?

Women in Islam and Muslim Realms: Dress Code

• General Reference & Background Information
• Books (Print & Electronic, incl. Dissertations )
• Databases & Research Tools Online
• Muslim Feminism
• Marriage & Gender Issues
• Women's Organizations

Dress Code: Background

Subjects Headings [ Topic Tags]: Clothing and dress > Religious aspects (clothing and dress)Islam (clothing and dress) * Hijab (Islamic clothing) * Purdah * Veils > Religious aspects (veils) > Islam (veils) * * *Muslim women > Clothing * Burqas (Islamic clothing) -- Islamic clothing and dress - Veils....

• Muslim Dress This Subject Guide brings together key content from Bloomsbury Fashion Central’s wide - ranging platform. From eBooks to business cases, this guide is your springboard for Sustainability in Fashion.

Pious Fashion: How Muslim Women Dress - SAGE Journals

Definitions (Coverings)

Not all headscarves are burkas: 7 types of Muslim headwear

What's the difference between a hijab, niqab and burka , etc. [ © 2015 BBC. ]

Burka/Burqa

Muslim Headscarves

Muslim Women's Clothing  (Adapted from The Seattle Times, May 27, 2003) MS Word doc.

S.A.: What's That You're Wearing? A Guide to Muslim Veils  The New York Times Online , 4 May 2016, 506 words, (English)

Choice? Who Decides? (Statistics)

How people in Muslim countries prefer women to dress [ . pew research.org, 1/2014 ].

Preferred dress for women in Muslim countries [ The data was gathered as a part of the "Middle Eastern Values Study" conducted by the Michigan Population Studies Center. Q&A with author  of the U. Michigan study .

Dress Codes

• How people in Muslim countries prefer women to dress [pew research .org]
• University of Michigan’s Institute for Social Research. Survey on preferred dress for women in Muslim countries .
• World Hijab Day Organization , Inc. (Non-Profit)
• Foroutan, Yaghoob (2021),  Women’s Dress Codes in the Islamic Republic of Iran: State’s Gender Ideology Representation , Gender Issues  38 (2):121–133.
• Foroutan, Y. (2022),  Demographic Analysis on Social Perceptions of Hijab in Contemporary Iran: Dimensions and Determinants,   British Journal of Middle Eastern Studies , Vol. 49, Issue 5: 736-746. 
• Foroutan, Y. Women’s Dress Codes in the Islamic Republic of Iran: State’s Gender Ideology Representation , Gender Issues , (online first articles),
• Pious Fashion: How Muslim Women Dress - SAGE Journals  

Hijab And Niqab In North America: Politics, Identity, And Media Representation /  By  Katherine Bullock .  Published  January 9, 2023

• Women and the Islamic Veil: Deconstructing implications of orientalism, state, and feminism through an understanding of performativity, cultivation of piety and identity, and fashion . (Thesis, Hofstra 2014?)
• An Islamic Perspective on Women's Dress / by Muslim Women's League. December 1997
• Islam and Hijab" BBC . Retrieved December 2015
• Women's Performances of the Veil from Street to Stage ( surrey, UK, 2001)
• Muslim Women, Dress Codes and Human Rights
• Muslim Veils -- from Hijab to Burqa. Apologetics Index
• US Newspaper Representation of Muslim and Arab Women Post 9/11 (Diss. Gerogia State U. 2007)
• Freedom, Norms, and the Ban of the Muslim Veil in France 1830-Present / By Hilary Black.
• The French islamic headscarf Bill in a perspective of sociology of Law / Claire De Galembert, ISP - Institut des Sciences sociales du Politique.
• Brent Luvaas, “Shooting Street Style in Indonesia: A Photo Essay.” Clothing Cultures 1, no. 1 (2014): 59-81.
• Annelies Moors, “NiqaBitch and Princess Hijab: Niqab Activism, Satire, and Street Art. ” Feminist Review 98, Islam in Europe (2011): 128-35.    

W hat the hijab means to me: From Nigeria to Uruguay, women share their thoughts and feelings about the hijab. [aljazeera.com/ 29 Nov 2016].

The Islamic veil across Europe - BBC News

Required Dress Codes for Women ( Islamic States) scaled 2008. woman stats.org/

Hijab (Islamic scarf) by country [800x355] www.reddit.com - Search by imag

The 'Veil'- Titles from the Cornell online catalog

'veil' books from the online catalog.

Hijab campaign tweets pulled by Council of Europe after ...

“Aren’t you pretty? Unveil yourself!” Colonial poster (1958) enjoining Algerian Muslim women to stop wearing their veil, playing on double meaning of the word “unveil.” Similarly, the phrase “Aren’t you pretty?” is ambiguous in whether it exclaims “you are pretty!” or asks “are you hiding the fact that you’re not?”

Frantz Fanon’s first chapter of his book L’An V de la Révolution Algérienne (“The Fifth Year of the Algerian Revolution,” translated into A Dying Colonialism , 1959), entitled “Algeria unveiled.”

More on this story ...

• Austria to ban full-face veil in public places * 31 January 2017
• Women in face veils detained as France enforces ban * 11 April 2011
• Chechnya women's Islamic dress code: Russia blamed * 10 March 2011
• Barcelona to ban Islamic veils in some public spaces * 15 June 2010
• Belgian ban on full veils comes into force * 23 July 2011
• Why Muslim women wear the veil * 5 October 2006

Mediating Faith and Style: Museums Awake to Muslim Fashions

Recommended * New

The Quran says that Muslim men – not women – should be the first to observe hijab / QASIM RASHID [30 March 2017] The Independent, U.K.

Men, please stop mansplaining the hijab to Muslim women /  Yasmin Choudhury.   i ndependent.co.uk​ ,  Wednesday 23 December 2015

As Muslim women, we ask you not to wear the hijab in the name of interfaith solidarity The authors argue that the Koran does not require women to wear a hijab, but that they are being bullied into covering themselves by conservative Shiite and Sunni sects. By Asra Q. Nomani and Hala Arafa    washingtonpost.com @ December 21, 2015 .

Seljuk and Ottoman Women: Women and the Arts; Clothing Styles.

Turkish women unveiled [2006?] Video 1 videodisc (52 min.) New York, NY : Women Make Movies, [2006?] In English and Turkish with English subtitles  "In this thought-provoking documentary, veiled and unveiled women explore relationships between Islam and secularism in present-day Turkey, where millions of women, many of them educated and urban, wear the headscarf or hijab."--Container.

Audiovisuals - Accessible

How do Muslims Think Women Should Dress? [BBC News , 7:20 mins.]

Gamal Abdel-Nasser Recalling a 1953 Conversation on Hijab with Muslim Brotherhood Ikhwan's General Guide.

Joan Wallach Scott on The Politics of the Veil + a series of short symposium interviews of experts, Bowen included, about the French headscarf affairs: [ http://www.youtube.com/watch?v=YHsD5__5wuM&feature=related ] [ http://conversations.berkeley.edu/content/joan-wallach-scott].

Interview of the two Levy sisters, who in 2003 (before the March 2004 law)  were expelled from French school for wearing hijabs.  They appear with their father (who is Jewish while their mum is an atheist of Moroccan origin):  http://www.ina.fr/video/I08357759/interview-lila-et-alma-levy-omari-video.html Here, an exceptional document, the report (broadcast on French tv) on "The Veil, a French hysteria", which features the interview of one of the first 3 junior high school students expelled in 1989 from their school at the time of the very first hijab affair.  She is now 40, living in Tunisia, and had never been interviewed before.  She relates what actually happened during that campaign that led to their exclusion:  https://www.youtube.com/watch?v=U5F7k58RcU8

Two 50-mn documentary by the anthropologist of religions Agnes de Feo featuring French women who were the burqa and niqab, before and after it was banned (English subtitles): https://www.youtube.com/watch?v=p0HhhaD_NZU&t=1s https://www.youtube.com/watch?v=OZh0PnxlgaE

• << Previous: Muslim Feminism
• Next: Marriage & Gender Issues >>
• Last Updated: May 2, 2024 11:18 AM
• URL: https://guides.library.cornell.edu/IslamWomen

• Subscriber Login

Since 1900, the Christian Century has published reporting, commentary, poetry, and essays on the role of faith in a pluralistic society.

© 2023 The Christian Century.

Contact Us     Privacy Policy

School dress codes that do harm

One kansas school board has recognized the unintended consequences and changed course..

(Source image by Delmaine Donson / E+ / Getty)

A t the end of 2023, a school board in rural Kansas repented in the truest sense of the word: its members changed their minds.

According to a 2022 federal report, 93 percent of schools in the United States have dress codes. Ostensibly, these policies help to create an environment where students can feel safe so they can focus on learning. And in some cases, this is exactly what they do. For instance, schools that prohibit clothing with hate speech slogans or graphic depictions of violence are protecting students.

But often, dress codes are not protecting students, especially those with historically marginalized identities. They are harming them.

Dress codes also impose cultural norms without regard for the diversity of a student body. Schools that ban braids, Afros, and dreadlocks, for instance, are penalizing Black identity. The student at the center of the Girard case said he was inspired to grow his hair long after learning about the spiritual significance of long hair at the Wyandotte Nation’s annual gathering. Yet his family’s initial attempts to get a religious exemption to the long-hair ban went unheeded.

The Girard Unified School District has not suddenly become a utopia of student freedom. Its dress codes still place restrictions on when and how girls can wear tank tops and prohibit “unnatural” hair colors, nose rings, leggings, and skirts that are “distractive.” But in rescinding even one discriminatory policy—in changing their minds—the school board members demonstrated a humility that’s worth celebrating.  

We would love to hear from you. Let us know what you think about this article by writing a letter to the editors .

Most Recent

The souls of jamel brinkley’s stories, how roads hurt animals, oncomouse and me, judge rules against texas attorney general paxton in campaign against migrant shelters, most popular.

A church politics of nondomination

Climate catastrophe is here

Praying the hours with W. H. Auden

Moltmann the teacher

We're celebrating 50 years of transforming education across the country!

COVID-19 Updates: Visit our Learning Goes On site for news and resources for supporting educators, families, policymakers and advocates.

• Resource Center

Religion Equity in Schools – Protecting Students and Their Civil Rights

• Paula Johnson, Ph.D. • IDRA Newsletter • August 2018

This article focuses on religious diversity as a protected civil right, how schools can foster more inclusive learning environments, and recommendations for educators.

Religious Diversity as a Civil Rights Issue

Very little research has investigated bullying based on religious differences. In these types of bullying situations, the act may have more to do with negative attitudes and stereotypes about how someone expresses their beliefs and have less to do beliefs themselves. Nevertheless, when bullying based on religion occurs in a severe, pervasive or persistent manner, it can be considered harassment under Title IV of the Civil Rights Act (AERA, 2013). When schools do not adequately address harassment, they may be in violation of civil rights laws, sometimes requiring intervention by the U.S. Department of Justice’s Civil Rights Division.

Many times, students report being targeted because of visible symbols they wear in accordance with their religious beliefs. For example, Jewish boys wearing yarmulkes and Sikh males who wear patka or dastaar (head covering), experience bullying based on their attire. There also have been several incidents involving young Muslim girls wearing traditional hijab (head scarves). These items are sometimes forcefully removed by other students as a means of bullying and intimidation.

In fact, Muslim children are much more likely than those of other faiths to have experienced bullying at school because of their religion (see graphs on Page 2). And surprisingly, while most Muslim bullying is by students, one in four incidents involves a teacher (Mogahed & Chouhoud, 2017).

Schools must be vigilant about these bullying behaviors. It is important that educators be aware of the legal context and be clear about their policies and procedures for investigating and responding to bias incidents. Schools and communities that model respect for diversity help protect students against bullying behaviors.

The IDRA EAC- South is the equity assistance center funded by the U.S. Department of Education to provide capacity-building technical assistance to school districts in Washington, D.C., and 11 states in the U.S. South. One of the four areas of students’ civil rights that we focus on is religion equity to help schools build inclusive school environments, reduce biases, and increase positive relationships among all members of the school and community

Fostering Safe and Inclusive School Environments

Current research shows that teachers are more likely to intervene in bias incidents related to race, religion and disability than other forms of bias (sexual orientation, gender presentation, and body size) (AERA, 2013). Safe and supportive school climates are critical to preventing bullying.

Student safety begins in the classroom but extends to every space on campus. Students should feel protected on the bus, in the rest room, on the playground and in the library. It is everyone’s responsibility to work together to create a learning environment where bullying is not an acceptable behavior.

The Welcoming School website (www.welcomingschools.org), a project of the Human Rights Campaign Foundation, offers parents and educators resources for creating safe and welcoming schools for all children and families. Materials include professional development recommendations and strategies that can be used immediately with staff to foster inclusive learning environments.

Strategies for Embracing Diversity

Dr. Mark Chancey, professor of religious studies at Southern Methodist University states, “If we as a nation want to understand how to relate to the rest of the globe, then we need to have a richer and deeper understanding of different cultures – including various religions.” In general, schools can:

• Establish a school culture of inclusion and respect for diversity that welcomes all students. The Positive Behavioral Interventions and Supports Technical Assistance Center (www.pbis.org) can help.
• Monitor locations in and around the building that may be bullying “hot spots.” Areas that have little or no adult monitoring or supervision (such as bathrooms, playgrounds and the cafeteria) may place students at higher risk of bias incidents.
• Make it the business of the entire school staff to be on the lookout for bullying. The climate of the school is set by the adults. This includes teachers, paraprofessional staff, parent volunteers, bus drivers, school librarians and nurses, cafeteria staff, and others. The school can send a strong message of inclusion and respect for diversity when students are hearing it from the many different adults they see and speak to every day.

We must work to prepare teachers to help students appreciate, respect, understand and learn from students of other cultures. The next generation of citizens will be equipped to promote greater tolerance in schools at all levels, in the workplace, and in the global community (Gardner, Soules, & Valk, 2017).

Contact the IDRA EAC- South or your regional equity assistance center if your school or district need technical assistance.

Online Resources Related to Religion and Bullying Know Your Rights about Religious Expression at School Combating Religious Discrimination and Protecting Religious Freedom , U.S. Department of Justice Religious Discrimination , Office for Civil Rights Expelling Islamophobia – Anti-hate and anti-bullying policies aren’t enough in the fight against Islamophobia , by Sean McCollum, Teaching Tolerance Addressing Bullying Based on Diversity, Race and Religion Bullying Awareness & Prevention – Understanding the Bullying Trend and Discovering New Ways to Combat It, Learn Psychology Diversity, Race & Religion , StopBullying.gov Instructional Resources for Teaching about Religion Understanding Other Religious Beliefs – This lesson helps students learn more about different religions and discuss the importance of religion freedom , Teaching Tolerance Teacher Resources – Instructional and Learning Resources, Religion and Ethics Newsweekly

American Educational Research Association. (2013). Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations (Washington, D.C.: AERA).

Gardner, R.S., Soules, K., & Valk, J. (2017). “The Urgent Need for Teacher Preparation in Religious and Secular Worldview Education,” Religious Education , 112(3), 242-254.

Guo, Y. (2011). “Perspectives of Immigrant Muslim Parents Advocating for Religious Diversity in Canadian Schools,” Multicultural Education , Vol 18, no 2, 55-60.

Mogahed, D., & Chouhoud, Y. (2017). American Muslim Poll 2017: Muslims at the Crossroads (Dearborn, Mich.: Institute for Social Policy and Understanding).

Rogers, J., Franke, M., Yun, J.E., Ishimoto, M., Diera, C., Geller, R., Berryman, A., & Brenes, T. (2017). Teaching and Learning in the Age of Trump: Increasing Stress and Hostility in America’s High Schools (Los Angeles, Calif.: UCLA’s Institute for Democracy, Education, and Access).

Teaching Tolerance Staff. (Summer 2017). “A Matter of Life and Death – Two Scholars Make the Case for Teaching Religious Literacy,” Teaching Tolerance , Issue 56.

StopBullying.gov. (2018). Diversity, Race & Religion , web page (Washington, D.C.: U.S. Department of Health and Human Services).

Paula Johnson, Ph.D. , is an IDRA education associate and National Director of Policy and is associate director of the IDRA EAC- South . Comments and questions may be directed to her via email at [email protected].

[©2018, IDRA. This article originally appeared in the August 2018 IDRA Newsletter by the Intercultural Development Research Association. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]

• Classnotes Podcast

Explore IDRA

• Data Dashboards & Maps
• Educator & Student Support
• Families & Communities
• IDRA Valued Youth Partnership
• IDRA VisonCoders
• IDRA Youth Leadership Now
• Policy, Advocacy & Community Engagement
• Publications & Tools
• SEEN School Resource Hub
• SEEN - Southern Education Equity Network
• Semillitas de Aprendizaje
• YouTube Channel
• Early Childhood Bilingual Curriculum
• IDRA Newsletter
• IDRA Social Media
• Southern Education Equity Network
• School Resource Hub – Lesson Plans

5815 Callaghan Road, Suite 101 San Antonio, TX 78228

Phone: 210-444-1710 Fax: 210-444-1714

© 2024 Intercultural Development Research Association

School Dress Code Debates, Explained

• Share article

Are school dress codes a tool for student safety or a restriction on their self-identity? The question has been debated for years.

But more recently, dress codes have come up as an equity issue after reports that Black students, girls, and LGBTQ students across the country are disproportionately affected by school dress codes. Some districts have imposed harsh punishments on those groups of students, including in- or out-of-school suspensions, for violations of dress codes. And a federal Government Accountability Office report recently concluded there’s a lack of model policies to help school districts set dress codes that are fair to everyone.

Here are answers to some common questions about dress codes.

Education Issues, Explained

Sign up for the savvy principal, edweek top school jobs.

Sign Up & Sign In

Religious and Cultural Dress at School: A Comparative Perspective

• Elda de Waal North West University(Vaal Campus)

This article investigates and compares the different approaches towards the dress code of learners [1] in South Africa and the United States of America (US), as the US mainly base litigation concerning school dress code on their freedom of speech/expression clause, while similar South African court cases focus more on religious and cultural freedom.

In South Africa, school principals and School Governing Bodies are in dire need of clear guidelines on how to respect and honour the constitutionally entrenched right to all of the different religions and cultures. The crisis of values in education arises from the disparity between the value system espoused by the school and the community, and that expressed in the Constitution of the Republic of South Africa , which guarantees learners' fundamental rights, including those of freedom of religion, culture, expression and human dignity. On the one hand, the South African Schools Act requires of School Governing Bodies to develop and implement a Code of Conduct for learners, and on the other, that they strictly adhere to the Constitution of the country when drawing up their dress codes. The right of a religious group to practise its religion or of a cultural group to respect and sustain its culture must be consistent with the provisions of the Bill of Rights (which is entrenched in the Constitution ) and this implies that other rights may not infringe on the right to freedom of religion and culture.

In the US, although there is no legislation that protects learners' freedom of religion and culture at schools, their First Amendment guides the way. Their Supreme Court respects the religious values of all citizens provided that they are manifested off public school premises. While we acknowledge the existence of religious and cultural diversity at South African schools, this paper focuses on the tension among and on the existence of different approaches towards the human rights of learners from different religious and cultural backgrounds in respect of dress codes.

Bibliography

Alston, Van Staden and Pretorius 2003 SAJE

Alston KG, Van Staden JG and Pretorius JL "The Constitutional Right to Freedom of Expression: How Enforceable are School Rules?" 2003 SAJE 23(3) 163-167

Anonymous Star

Anonymous 'Striving for Equality' The Star 28 May 1998 20

Arweck, Nesbitt and Jackson 2005 Scriptura

Arweck E, Nesbitt E and Jackson R "Educating the Next Generation in Universal Values? Hindu-related New Religious Movements and Values Education in the Common School" 2005 Scriptura 328-337

Clayton and Tomlinson Privacy and Freedom of Expression

Clayton R and Tomlinson H Privacy and Freedom of Expression (London Oxford 2001)

Coertzen 2002 Ned Geref Teol T

Coertzen P "Freedom of Religion and Religious Education in a Pluralistic Society" 2002 Ned Geref Teol T 43(1&2) 185-196

Currie and De Waal Bill of Rights Handbook

Currie I and De Waal J The Bill of Rights Handbook 5th ed (Juta Cape Town 2005)

De Groof and Lauwers 2001 Perspectives in Education

De Groof J and Lauwers G "Education Policy and Law: the Politics of Multiculturalism in Education" 2001 Perspectives in Education 19(4) 47-63

Govindjee 2007 Obiter

Govindjee A "Of Nose Studs, Beards and Issues of Discrimination - Pillay v KwaZulu-Natal MEC for Education 2006 10 BCLR 1237 (N), Dlamini v Green Four Security 2006 11 BLLR 1074 (LC)" 2007 Obiter 357-373

Louw 2005 Ned Geref Teol T

Louw LP "Religie-onderwys in die brandpunt: gereedheidsvlak van Suid-Afrikaanse opvoeders vir 'n multireligieuse bedeling" 2005 Ned Geref Teol T 46(1&2) 191-199

Malherbe 2006 TSAR

Malherbe R "Enkele kwelvrae oor die grondwetlike beskerming van die reg op godsdiensvryheid" 2006 TSAR 629-650

Monayi Citizen

Monayi D 'Boy sick without goatskin bracelet' The Citizen 16 March 2007 3

Moran San Diego Union Tribune

Moran G 'High Court Backs School Dress Code in T-shirt Case' The San Diego Union Tribune 6 March 2007 1

Onions Shorter Oxford English Dictionary

Onions CT The Shorter Oxford English Dictionary on Historical Principles 3rd ed (Clarendon Press Oxford 1964)

Pretorius Beeld

Pretorius R ''n Geloofsaak' Beeld 20 January 1998 8

Rautenbach, Jansen van Rensburg and Pienaar 2003 PELJ

Rautenbach C, Jansen van Rensburg F and Pienaar GJ "Culture (and Religion) in Constitutional Adjudication" 2003 PELJ 1(6) 2-20

Rondganger and Govender Star

Rondganger L and Govender P 'Wrangler over headscarf at Johannesburg school' The Star 23 January 2004 3

Roos 2003 Koers

Roos R "Legal Requirements for School Rules and Disciplinary Sanctions" 2003 Koers 481-498

Rossouw 2003 Koers

Rossouw JP "Learner Discipline in South African Schools - a Qualitative Study" 2003 Koers 413-436

Snyman 2003 Ned Geref Teol T

Snyman AH "Godsdiensopvoeding op Skool - Enkele Aannames in die Konsepbeleid" 2003 Ned Geref Teol T 44(1&2) 500-506

Thomas, Cambron-McCabe and McCarthy Public School Law

Thomas SB, Cambron-McCabe NH and McCarthy MM Public School Law 6th ed (Allyn and Bacon Boston 2009)

Tribe American Constitutional Law

Tribe LH American Constitutional Law 2nd ed (Foundation Press Harvard 1988)

Van der Westhuizen "Freedom of Expression"

Van der Westhuizen J "Freedom of Expression" in Van Wyk D et al Rights and Constitutionalism: The New South African Legal Order (Juta Kenwyn 1994) 264-291

Van Rooyen Sunday Times

Van Rooyen K 'Culture shock - Principal turns a beady eye on boy's tradition' Sunday Times 1 February 2009 5

Abrams v United States 250 US 616 (1919)

Antonie v Governing Body, Settlers High School 2002 4 SA 738 (C)

Canady v Bossier Parish School Board 240 F3d 437 (US Ct App 6th Cir)

Castonia v Madison County School Board 246 F3d 536 (US Ct App 6th Cir)

Chalifoux v New Caney Indep School Dist 976 F Supp 659 (SD Tex 1997)

Cheema v Thompson 67 F3d 883 (9th Cir 1995)

Christian Education SA v Minister of Education 1999 9 BCLR 951 (SE)

Christian Education SA v Minister of Education 2000 4 SA 757 (CC)

De Reuck v Director of Public Prosecutions (Witwatersrand Local Division) 2004 1 SA 406 (CC)

Hazelwood School District v Kuhlmeier 484 US 260 (1998), on remand, 840 F2d 596 (8th Cir 1998)

Hines v Caston Sch Corp 651 NE 2d 330 (Ind Ct App 1995)

Isaacs v Board of Educ of Howard County Md 40 F Supp 2d 335 (DMd 1999)

Jacobs v Clark County Sch Dist 373 F Supp 2d 1162 (D Nev 2005)

Khumalo v Holomisa 2002 5 SA 401 (CC)

Littlefield v Forney 268 F3d 275 (5th Cir 2001)

MEC for Education, KwaZulu-Natal v Pillay 2008 1 SA 474 (CC)

Oleson v Board of Education 676 F Supp 820 (ND III 1987)

Pillay v MEC for Education, Kwa-Zulu Natal AR 791/05 2006 ZAKZHC 8 (5 July 2006)

Pillay v MEC for Education, KwaZulu-Natal 2006 6 SA 363 (N)

Police Department of Chicago v Mosley 408 US 92 (1972)

S v Mamabolo (E TV Intervening) 2001 3 SA 409 (CC)

Senate of California v Mosbacher 968 F2d 974 (9th Cir 1992)

Taylor v Kurtstag 2005 1 SA 362 (W)

Tinker v Des Moines Independent School District 393 US 503 (1969)

Wilkins v Penns Grove-Carneys Point Reg'l Sch Dist 123 Fed Appx 493 (3rd Cir 2005)

Register of legislation

California Education Code 1977

California Penal Code 2009

Children's Act 38 of 2005

Constitution of the Republic of South Africa, 1996

Federal Constitution of the United States of America 1787 (as amended)

Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000

Religious Freedom Restoration Act 42 USC 1993

South African Schools Act 84 of 1996

Register of government publications

Gen N 776 in GG 18900 of 15 May 1998 (Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners)

Gen N 1307 in GG 2549 of 12 September 2003 (National Policy on Religion and Education)

GN 173 in GG 28538 of 23 February 2006 (National Guidelines on School Uniforms)

Register of internet sources

Lumsden and Miller 2002 www.asbj.com

Lumsden l and Miller G 2002 School Dress Codes and Uniforms American School Board Journal www.asbj.com/2002/03/0302schoollaw.html [date of use 11 Mar 2010]

SA Ministry of Education 2001 www.info.gov.za

South African Ministry of Education 2001 Manifesto on Values, Education and Democracy www.info.gov.za/view/DownloadFileAction?id=70295 [date of use 11 Mar 2011]

US Department of Education 1996 www.ed.gov

United States Department of Education 1996 Manual on School Uniforms www.ed.gov/updates/uniforms.html [date of use 11 Mar 2010]

How to Cite

• Endnote/Zotero/Mendeley (RIS)

Copyright (c) 2017 Elda de Waal

This work is licensed under a Creative Commons Attribution 4.0 International License .

Most read articles by the same author(s)

• Elda De Waal, Erika Serfontein, The Role of Law in Prompting Parents to Participate Accountably with Education Partners , Potchefstroom Electronic Law Journal: Vol. 18 No. 6 (2015): Special Edition

Similar Articles

• F Viljoen, N Orago, An argument for South Africa's accession to the optional protocol to the international covenant on economic, social and cultural rights in the light of its importance and implications , Potchefstroom Electronic Law Journal: Vol. 17 No. 6 (2014)
• Anel Ferreira-Snyman, Outer Space Exploration and the Sustainability of the Space Environment – An Uneasy Relationship , Potchefstroom Electronic Law Journal: Vol. 26 (2023)
• Johan Kruger, Johan Beckmann, Andre Du Plessis, Non-Educator Stakeholders and Public-School Principals' Views on the Proposed Amendments to the South African Schools Act 84 of 1996 , Potchefstroom Electronic Law Journal: Vol. 27 (2024)
• Annelie De Man, Strengthening the Fight Against Corruption through the Principle of Accountability , Potchefstroom Electronic Law Journal: Vol. 25 (2022)
• Annika Rudman, The Value of the Persistent Objector Doctrine in International Human Rights Law , Potchefstroom Electronic Law Journal: Vol. 22 (2019)
• Robbie JA Robinson, The Right of Child Victims of Armed Conflict to Reintegration and Recovery , Potchefstroom Electronic Law Journal: Vol. 15 No. 1 (2012)
• Zannelize Strauss, Debbie Horsten, A Human Rights-Based Approach to Poverty Reduction: The Role of the Right of Access to Medicine as an Element of the Right of Access to Health Care , Potchefstroom Electronic Law Journal: Vol. 16 No. 3 (2013)
• Derrick T Cho, Avitus A Agbor, Prosecuting Human Violations Committed in the Anglophone Cameroon Crisis: A Disquisition on the Legal Framework , Potchefstroom Electronic Law Journal: Vol. 25 (2022)
• Sandra Liebenberg, Remedial Principles and Meaningful Engagement in Education Rights Disputes , Potchefstroom Electronic Law Journal: Vol. 19 (2016)
• Serges Djoyou Kamga, Ogehcukwu O Ajoku, Reflections on how to Address the Violations of Human Rights by Extractive Industries in Africa: A Comparative Analysis of Nigeria and South Africa , Potchefstroom Electronic Law Journal: Vol. 17 No. 1 (2014)

1   2   3   4   5   6   7   8   9   10   >   >>  

You may also start an advanced similarity search for this article.

Information

• For Readers
• For Authors
• For Librarians

• Games & Quizzes
• History & Society
• Science & Tech
• Biographies
• Animals & Nature
• Geography & Travel
• Arts & Culture
• On This Day
• One Good Fact
• New Articles
• Lifestyles & Social Issues
• Philosophy & Religion
• Politics, Law & Government
• World History
• Health & Medicine
• Browse Biographies
• Birds, Reptiles & Other Vertebrates
• Bugs, Mollusks & Other Invertebrates
• Environment
• Fossils & Geologic Time
• Entertainment & Pop Culture
• Sports & Recreation
• Visual Arts
• Demystified
• Image Galleries
• Infographics
• Top Questions
• Britannica Kids
• Saving Earth
• Space Next 50
• Student Center
• Introduction

Early sacerdotal dress

• Later religious dress
• Roman Catholic religious dress
• Eastern Orthodox religious dress
• Protestant religious dress
• Changes in religious dress and vestments since the 20th century
• Indian religions
• Chinese religions
• Japanese religions

religious dress

Our editors will review what you’ve submitted and determine whether to revise the article.

• Fact Monster - World - Religious Dress
• Table Of Contents

religious dress , any attire, accoutrements , and markings used in religious rituals that may be corporate, domestic, or personal in nature. Such dress may comprise types of coverings all the way from the highly symbolic and ornamented eucharistic vestments of Eastern Orthodox Christianity to tattooing , scarification, or body painting of members of nonliterate and contemporary tribal societies. Some types of religious dress may be used to distinguish the priestly from the lay members of a religious group or to signify various orders or ranks within a priesthood . Some religious communities may require that religious personages (e.g., priests, monks, nuns, shamans, priestesses, and others) garb themselves with appropriate types of religious dress at all times, whereas other religious communities may only request that religious dress be worn during rituals.

In theocratic traditions, such as Judaism and Islam , religious sanctions govern what may and may not be worn by members of the community . Religious dress embraces not only what is worn by a prayer leader but also what is worn by the congregation outside as well as inside a place of worship. In many traditions, habits serve to identify monastic groups. Indeed, in the latter case, the function of religious dress is more akin to heraldry as a form of symbolic identification than to liturgy with its ritualistic symbolic motifs.

In a more restricted sense, religious vestments articulate a liturgical language as part of a figurative idiom shared with other religious symbols—e.g., icons (images), statues, drama , music , and ritual. According to the richness of the liturgical or ritual vocabulary employed, the more feasibly can a symbology of vesture be attempted. This is especially the case with Eastern Orthodoxy , whose predilection for symbolical theology has spread from sacraments to sacramentals and everything associated with worship, including dress. With allegory paramount in the Middle Ages , the Western church could not escape attributing symbolical values to garments whose origin may have owed little to symbolism. From the liturgical writer Amalarius of Metz in the 9th century to the theologian Durandus of Saint-Pourçain in the 13th–14th century, sacerdotal vestments, in particular the stole and the chasuble , were viewed as symbols and indeed operated as such in a way that still influences current usage. Thus, because the stole is a yoke around the neck of the priest and he should rejoice in his servitude, on donning or doffing it he kisses the emblem of his servile status.

The notion of dress as a substitute skin and, hence, as an acquired personality temporarily assumed has been widespread in nonliterate and in tribal religions ; such practices in shamanism have been widely observed in Arctic and Siberian regions. The use of a substitute skin in religious ritual is also explicit in the cultic actions of some advanced cultures , such as in the rite of the Aztec maize goddess Chicomecóatl . A virgin chosen to represent Chicomecóatl, after having danced for 24 hours, was then sacrificed and flayed. The celebrant, dressed in her skin, reenacted the same ritual dance to identify with the victim, who was viewed as the goddess.

Religious dress may also serve a memorial function. In the case of the mullahs (religious leaders) of the Shīʿite Muslims (members of the party of ʿAlī , fourth caliph and son-in-law of the Prophet Muhammad, black gowns are worn that allude to the sufferings of Ḥusayn (ʿAlī’s son by Fāṭimah , Muhammad’s only surviving daughter), who was martyred at Karbalāʾ (now in Iraq) in 680 ce . In the Eucharist , which is both a thanksgiving and a reenactment of the sacrifice of Jesus Christ on Golgotha , the chasuble (outer garment) worn by the celebrant depicts scenes from the Passion on the orphrey , the name given to the elaborately embroidered strips stitched on the chasuble. The fringes on the Jewish prayer shawl ( ṭallit ) witness to “the commandments of the Lord” mentioned in chapter 15 of Numbers and remind the worshipper that he (or she, depending on the tradition) has covenanted to observe them.

Types of dress and vestments in Western religions

Jewish vesture, worn only by men, is an amalgam of ancient and modern religious dress. Originally, sacerdotal dress was probably varied and complex, but, after the destruction of the Second Temple of Jerusalem in 70 ce and the subsequent disappearance of the Temple offices, many garments associated with priestly functions passed into oblivion. Chief among these offices was that of the high priest. In addition to the usual Levitical garments (those of the priestly class), the high priest, while officiating, wore the meʿil (mantle), the ephod (an upper garment), a breastplate, and a headdress. The meʿil was a sleeveless robe of purple the lower hem of which had a fringe of small gold bells alternating with pomegranate tassels in red, scarlet, purple, and violet. The ephod—an object of much controversy—probably consisted of a wide band of material with a belt to secure it to the body, and it was worn over the other priestly garments. Most important was the breastplate ( ḥoshen ), which was square in outline and probably served as a pouch in which the divinatory devices of Urim and Thummim were kept. The book of Exodus specifies that it was to be woven of golden and linen threads dyed blue, purple, and scarlet (28:15). Because of its oracular function, it was called the “breastpiece of judgment.” On the face of the breastplate were set 12 gems in four rows, symbolizing the 12 tribes of Israel. These stones were a sardius, a topaz, and a carbuncle in the first row; an emerald, a sapphire, and a diamond in the second; a jacinth, an agate, and an amethyst in the third; and a beryl, an onyx, and a jasper in the fourth. The identity, sequence, and objects of representation of these stones are matters of controversy. Worn over the ephod, the breastplate was slung from the shoulders of the wearer by golden attachments. On his head the high priest usually wore a mitzenfet (either a tiara or a turban), except on Yom Kippur (Day of Atonement), when he wore nothing but white linen garments upon entering the Holy of Holies (the inner sanctuary).

Dress Codes – Top 3 Pros and Cons

Pro/Con Arguments | Discussion Questions | Take Action | Sources | More Debates

While the most frequent debate about dress codes may be centered around K-12 schools, dress codes impact just about everyone’s daily life. From the “no shirt, no shoes, no service” signs (which exploded in popularity in the 1960s and 70s in reaction to the rise of hippies) to COVID-19 pandemic mask mandates, employer restrictions on tattoos and hairstyles, and clothing regulations on airlines, dress codes are more prevalent than we might think. [ 1 ] [ 2 ] [ 3 ] [ 4 ] [ 5 ]

While it’s difficult to pinpoint the first dress code–humans started wearing clothes around 170,000 years ago–nearly every culture and country throughout history, formally or informally, have had strictures on what to wear and not to wear. These dress codes are common “cultural signifiers,” reflecting social beliefs and cultural values, most often of the social class dominating the culture.  Such codes have been prevalent in Islamic countries since the founding of the religion in the seventh century, and they continue to cause controversy today—are they appropriate regulations for maintaining piety, community, and public decency, or are they demeaning and oppressive, especially for Islamic women? [ 6 ] [ 7 ] [ 8 ] [ 9 ] [ 10 ]

In the West, people were arrested and imprisoned as early as ​​1565 in England for violating dress codes. The man in question, a servant named Richard Walweyn, was arrested for wearing “a very monsterous and outraygeous great payre of hose” (or trunk hose ) and was imprisoned until he could show he owned other hose “of a decent & lawfull facyon.” Other dress codes of the time reserved expensive garments made of silk, fur, and velvet for nobility only, reinforcing how dress codes have been implemented for purposes of social distinction. Informal dress codes—such as high-fashion clothes with logos and the unofficial “ Midtown Uniform ” worn by men working in finance–underscore how often dress codes have been used to mark and maintain visual distinctions between classes and occupations.  Other dress codes have been enacted overtly to police morality, as with the bans on bobbed hair and flapper dresses of the 1920s. Still other dress codes are intended to spur an atmosphere of inclusiveness and professionalism or specifically to maintain safety in the workplace. [ 6 ] [ 7 ] [ 8 ] [ 11 ] [ 12 ]

Should Dress Codes Be Implemented and Enforced?

Pro 1 Dress codes enforce decorum and a serious, professional atmosphere conducive to success. Research shows that the quality of work improves when performed by individuals who dress up. One study found that participants who wore formal business attire (such as suits) scored higher on cognitive tests, with specific increases in abstract thinking. [ 13 ] [ 14 ] Another study compared negotiations completed by a group who dressed up and another group who dressed casually. The dressed-up group closed more profitable deals. [ 13 ] [ 14 ] Study participants who wore a white lab coat or who were told a white coat was a doctor’s coat made 50% fewer mistakes on high-concentration tasks than people who did not wear a lab coat or who were told the white coat was an artists’ smock. [ 13 ] [ 14 ] High school athletes at St. Louis Park High School in Minnesota agreed that their teams’ dress code days (which include dressing up on game days) positively contributed to team unity. Brendan Donahue, a hockey player, said participating in dress code days better prepared him for games. He stated, “The dress codes add a further feeling of connection, teamwork and bond by wearing the same thing. It acts as a uniform much like our jerseys. Our dress code of dressing up adds a feeling of professionalism to our team and sport.” [ 15 ] Read More

Pro 2 Uniformly mandated dress codes promote safety. From school chemistry labs to manufacturing jobs, some dress code requirements are obviously about safety. Many places require protective glasses, steel-toed boots, fire-resistant jackets, hard hats, or reflective vests, for example. [ 16 ] [ 17 ] [ 18 ] [ 19 ] Other items of clothing may be restricted for less obvious safety reasons. Leggings, for example, are frequently made from synthetic, flammable materials that could react with spilled chemicals and catch fire. Similarly, skin-baring clothing may also be banned around chemicals to prevent burns. [ 19 ] Religious headscarves have been banned in some settings, such as prisons, because wearers could be strangled by the garments in an altercation. [ 16 ] [ 20 ] [ 21 ] Still other dress codes, such as no full-face masks (like Halloween masks) allowed in movie theaters, are intended to help prevent shootings and other violence. [ 22 ] Other clothing restrictions at schools and public places may seem arbitrary but are used to protect against gang activity. Colors, brands, and logos may be gang-affiliated in certain locations. As Lincoln Public Schools in Nebraska explained, “Clothing and accessories associated with gangs and hate groups have the potential to disrupt the learning environment by bringing symbols that represent fear and intimidation of others into classrooms. The identification and prohibition of this clothing help decrease the impact of gangs and hate groups in school. These rules also protect students who are unaware they are wearing clothes with a gang or hate group affiliation.” [ 23 ] Read More

Pro 3 Dress codes promote inclusiveness and a comfortable, cooperative environment while eliminating individualistic attire that can distract from common goals. As Bonneville Academy, a STEM school in Stansbury Park, Utah, explained, “The primary objective of a school dress code is to build constant equality among all the students. When all the students wear the same style of dress, then there will be the same kind of atmosphere across the school campus. This pattern encourages the student to concentrate more on their academic and co-curricular activities… then all the learning becomes more interesting and relevant… Students who are used to dress[ing] properly will be well equipped to evolve into the actual world, especially when they enter into the ever-competitive job market.” [ 24 ] Susan M. Heathfield, a management and organization development consultant, stated, “Employees appreciate guidance about appropriate business attire for your workplace—especially when you specify a rationale for the dress code that your team has selected.” Simply knowing whether suits are required or jeans are appropriate removes guesswork for employees, which leads to a more comfortable work environment. Similarly, dress codes can make a disparate group of people feel like a team—no one is left out or judged differently solely on the basis of the way they dress. [ 25 ] [ 26 ] [ 28 ] Dress codes can also make workplace hierarchies friendlier and more work-conducive. A manager who dresses in suits with ties may intimidate employees who wear branded polo shirts and khakis, preventing effective communication. [ 28 ] Further, dress codes mean employees and customers or clients won’t be distracted by individualistic clothing. For example, a customer of Nebraska State Bank & Trust Co. complained to the bank’s president about a branch employee’s outfit of mismatched tunic and leggings, fringed boots, and large earrings. A customer complaint can not only alienate the customer but also distract employees from their tasks and potentially embarrass or shame the employee whose outfit sparked the complaint. [ 29 ] Read More

Con 1 Dress codes reinforce racist standards of beauty and dress. As the National Women’s Law Center summarized, “Black girls face unique dress and hair code burdens. For example, some schools ban styles associated with Black girls and women, like hair wraps. Black girls also face adults’ stereotyped perceptions that they are more sexually provocative because of their race, and thus more deserving of punishment for a low-cut shirt or short skirt.” [ 30 ] Assistant Superintendent and Principal of Evanston Township High School, Marcus Campbell spoke about changing an outdated dress code: “if certain females were not a certain body type, if they had more curves or they had certain features that were developed, they were dress coded over another young lady who may not have the same features but were wearing the exact same items. Our young women of color were dress coded more than our white girls were. So we found it to be racist, we found it to be sexist, we found it to be antiquated. It was not body positive, and there was just trouble all around with our dress code, and we knew we needed to make a change.” [ 31 ] Banning traditionally Black hairstyles goes back at least to tignon laws passed after emancipation, which required Black women to cover their hair with scarves (tignons) so as to not compete with white women. But these rules continue today as Black girls and women aren’t always allowed to wear their hair in braids, locs, or other styles suitable to Black hair texture at school or work. [ 7 ] [ 32 ] Black male students are often “dress coded” at schools for hoodies, low-rise or baggy pants, and do-rags. Black boys were also more likely to be disciplined (suspended, for example) for a dress code violation than non-Black students. [ 33 ] As Dialectic, a company that counsels workplaces, concluded, “Traditional dress codes work to police certain kinds of bodies. They ensure that employees follow the practices of the dominant culture. Under the guise of professionalism, dress codes tend to punish marginalized groups of employees for refusing to conform.” [ 34 ] Read More

Con 2 Uniformly mandated dress codes are seldom uniformly mandated, often discriminating against women and marginalized groups. The average dress code, whether for a school, workplace, public transportation, or other location, includes more rules for how girls and women should dress than how boys and men should dress. [ 35 ] [ 36 ] Girls in school are frequently “dress-coded” for “too short” shorts and skirts, “too thin” tank top straps, leggings, and other clothing that might be a “distraction to boys.” [ 36 ] Fourth-grade teacher ​​Marci Kutzer said these rules send a clear message to girls: “A boy’s education can be compromised by your gender. Please do what you can to neutralize it.” [ 36 ] The problems follow women into the workplace. A leaked training presentation from Ernst & Young coached women to “look healthy and fit” with a “good haircut, manicured nails, well-cut attire that complements your body type,” but not to wear too-short skirts because “sexuality scrambles the mind.” [ 37 ] Dress codes also frequently exclude people outside of the gender binary and/or force them to adhere to the codes for their sex assigned at birth. [ 35 ] [ 38 ] Journalist Li Zhou explained, “Transgender students have been sent home for wearing clothing different than what’s expected of their legal sex, while others have been excluded from yearbooks. Male students, using traditionally female accessories that fell within the bounds of standard dress code rules, and vice versa, have been nonetheless disciplined for their fashion choices.” Similarly, the Ernst & Young training excluded non-binary and gender non-conforming people. [ 35 ] [ 37 ] Read More

Con 3 Dress codes bolster religious and cultural intolerance. Only in 2019 did US Congress change the 1837 rule that banned headwear of any sort, including religious headwear such as kippahs, hijabs, and turbans. [ 39 ] While the United States protects religious expression and cannot ban religious wear as France has banned burqas and hijabs, American dress codes frequently use acceptability standards to less explicitly ban religious garb. [ 9 ] [ 40 ] [ 41 ] A 5-year-old Native American Texas boy was sent home for a dress code violation because he wore his hair in a long braid according to tribal religious code, which states hair must not be cut except when in mourning. And a Georgia State Representative tried (and failed) to add hijabs, niqabs, and burqas to an existing anti-masking law originally aimed at the Klu Klux Klan (KKK). [ 42 ] [ 43 ] Until sued by Tvli Birdshead, then a high school senior and a member of five Native American tribes, the Latta School District in Oklahoma refused to allow Native American regalia on graduation day, which for Birdshead meant a Chickasaw Nation honor cord, a beaded cap, and a sacred eagle feather. Native American Rights Fund has long battled to protect the cultural and religious rights of Native Americans against discriminatory school dress codes. [ 44 ] [ 45 ] Read More

Discussion Questions

1. Consider the official dress codes in your daily life. How are dress codes implemented in your school, workplace, and/or religious institutions? Do you find these appropriate? Restrictive? Explain your answer(s).

2. Consider the unofficial dress codes in your life. What do your friends think is acceptable for various occasions? What do you wear when visiting a place of worship or to grandma’s house for a special dinner? How do you dress differently when hanging around with friends than when going on a date? Do you find these formal and informal codes appropriate or restrictive? Explain your answer(s).

3. If you have to choose one, would you prefer a uniform policy for school and work, just a dress code, or neither? Explain your answer.

Take Action

1. Consider the pros of dress codes with Bonneville Academy.

2. Analyze students’ rights about school dress codes with the ACLU .

3. Examine the history of rules and laws about clothing and the contemporary repercussions with law professor Richard Thompson Ford.

4. Consider how you felt about the issue before reading this article. After reading the pros and cons on this topic, has your thinking changed? If so, how? List two to three ways. If your thoughts have not changed, list two to three ways your better understanding of the “other side of the issue” now helps you better argue your position.

5. Push for the position and policies you support by writing US national senators and representatives .

More Social Debate Topics

1. Should Students Have to Wear School Uniforms? – Proponents say uniforms may increase student safety. Opponents say uniforms restrict expression.

2. Is Cancel Culture (or “Callout Culture”) Good for Society? – Proponents say cancel culture allows people to seek accountability. Opponents say it amounts to online bullying.

3. Are Social Media Sites Good for Our Society? – Proponents say social media spreads information faster than any other media. Opponents say it enables the spread of unreliable information.

ProCon/Encyclopaedia Britannica, Inc. 325 N. LaSalle Street, Suite 200 Chicago, Illinois 60654 USA

Natalie Leppard Managing Editor [email protected]

© 2023 Encyclopaedia Britannica, Inc. All rights reserved

• Social Media
• Death Penalty
• School Uniforms
• Video Games
• Animal Testing
• Gun Control
• Banned Books
• Teachers’ Corner

Cite This Page

ProCon.org is the institutional or organization author for all ProCon.org pages. Proper citation depends on your preferred or required style manual. Below are the proper citations for this page according to four style manuals (in alphabetical order): the Modern Language Association Style Manual (MLA), the Chicago Manual of Style (Chicago), the Publication Manual of the American Psychological Association (APA), and Kate Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations (Turabian). Here are the proper bibliographic citations for this page according to four style manuals (in alphabetical order):

[Editor's Note: The APA citation style requires double spacing within entries.]

[Editor’s Note: The MLA citation style requires double spacing within entries.]

Presentations made painless

• Get Premium

109 Dress Code Essay Topic Ideas & Examples

Inside This Article

Dress codes are a common topic of debate in schools, workplaces, and other institutions. While some people believe that dress codes are necessary for maintaining a professional or respectful environment, others argue that they can be restrictive and discriminatory. Regardless of where you stand on the issue, writing an essay on dress codes can be a thought-provoking exercise. To help get you started, here are 109 dress code essay topic ideas and examples:

• The impact of school dress codes on student academic performance
• Dress codes and gender equality in the workplace
• Cultural sensitivity in dress codes
• The history of dress codes in schools
• Dress codes and freedom of expression
• The politics of school dress codes
• The racial implications of dress codes
• Dress codes and body image
• Dress codes and self-expression
• The psychology of dress codes
• The role of dress codes in promoting professionalism
• Dress codes and social class
• The relationship between dress codes and discipline in schools
• Dress codes and school safety
• Dress codes and LGBTQ+ rights
• The impact of dress codes on student mental health
• Dress codes and religious freedom
• Dress codes and workplace productivity
• The enforcement of dress codes in schools
• Dress codes and cultural appropriation
• The impact of dress codes on student confidence
• Dress codes and workplace morale
• Dress codes and fashion trends
• The effectiveness of school dress codes in preventing distractions
• Dress codes and the right to privacy
• Dress codes and student creativity
• The ethics of dress codes in schools
• Dress codes and student engagement
• Dress codes and teacher-student relationships
• The role of dress codes in shaping societal norms
• Dress codes and school spirit
• Dress codes and mental health stigma
• The impact of dress codes on student self-esteem
• Dress codes and body positivity
• Dress codes and workplace discrimination
• The economic implications of dress codes
• Dress codes and workplace diversity
• The impact of dress codes on student behavior
• Dress codes and academic performance
• Dress codes and the right to individuality
• The enforcement of dress codes in the military
• Dress codes and workplace professionalism
• The relationship between dress codes and job satisfaction
• Dress codes and employee retention
• Dress codes and workplace safety
• The impact of dress codes on employee morale
• Dress codes and age discrimination
• Dress codes and summer dress
• The enforcement of dress codes in public spaces
• Dress codes and school culture
• Dress codes and peer pressure
• The impact of dress codes on student relationships
• Dress codes and workplace ethics
• Dress codes and sustainability
• The relationship between dress codes and environmental awareness
• Dress codes and social media
• The impact of dress codes on student identity
• Dress codes and school pride
• The enforcement of dress codes in religious institutions
• Dress codes and cultural assimilation
• Dress codes and the right to protest
• The impact of dress codes on student activism
• Dress codes and corporate social responsibility
• Dress codes and the gig economy
• The relationship between dress codes and job security
• Dress codes and workplace hierarchy
• Dress codes and employee rights
• The impact of dress codes on employee well-being
• Dress codes and workplace innovation
• Dress codes and gender norms
• The enforcement of dress codes in sports
• Dress codes and athletic performance
• Dress codes and sportsmanship
• The impact of dress codes on fan behavior
• Dress codes and sports culture
• Dress codes and athletic endorsements
• The relationship between dress codes and sportsmanship
• Dress codes and sports ethics
• Dress codes and sports diversity
• The impact of dress codes on sportsmanship
• Dress codes and the role of technology
• Dress codes and virtual dress
• The relationship between dress codes and online identity
• Dress codes and virtual reality
• Dress codes and social media influencers
• The impact of dress codes on social media behavior
• Dress codes and cyberbullying
• Dress codes and digital citizenship
• The relationship between dress codes and online safety
• Dress codes and virtual communities
• Dress codes and the future of technology
• The impact of dress codes on virtual interactions
• Dress codes and artificial intelligence
• Dress codes and virtual reality gaming
• The relationship between dress codes and virtual fashion
• Dress codes and virtual communication
• Dress codes and virtual etiquette 99

Want to create a presentation now?

Instantly Create A Deck

Let PitchGrade do this for me

Hassle Free

We will create your text and designs for you. Sit back and relax while we do the work.

Explore More Content

• Privacy Policy
• Terms of Service

© 2023 Pitchgrade

Dress Code and Modesty in the Society Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Sexual display.

The dress has become a vital aspect in the physical appearance of human beings. All religions or cultures have their own unique modes of dressing understood by the members of the society. The manner in which a person is dressed has led to views and signals indicating the message being conveyed by the dress. The dressing code of a person may indicate his/her religious affiliation, sexual orientation, social class and/or marital status. The following are some of the situations viewed differently and are influenced by religion or culture of a particular society.

Sexual appeal with regard to dressing styles can be displayed when a person wears tight fitting and body revealing clothing. Sexual appeals have their places in culture and in most cases; it can lead to victimization of females in the society. In modern culture, sexual appeal among females is mainly directed towards competition for male attention.

Dressing to show sexual orientation depends on the value systems of the person or the society. Cultural value systems have significant effects in determining a person’s strengths and weaknesses concerning the lifestyle. Western cultures have individualistic perspectives on the value systems while Eastern cultures are controlled by collectivist viewpoints according to Snyder and Lopez (2007). In European cultures, a single person is held in high esteem when they are considered to be important. This makes it possible for everyone to have his or her value system totally different from the rest of the group. In the eastern cultures, a group is valued more than the individual; therefore, everyone has to behave according to the value systems governing the whole group (Bolt, 2004).

Various cultures and religious groups normally insist on their standards of modesty in dressing to be followed by every individual. Modest dressing is one of those issues considered as very important in the Islamic culture. One modesty rule held by Muslims is that, women are required to wear the hijab, covering all parts of the body except the hands and the face as a assign of modesty. The wearing of the hijab is part of their value system which seems to govern the whole group; no woman is expected to violate the value systems of the Muslim culture.

Christians on the other hand are expected to dress modestly. Christian guidelines on modest dressing indicate that women should cover their upper arms and shoulders. Women clothing, for instance, the skirt should cover up to the knee and the neckline should not reveal anything. Christian modesty rule on dressing also applies to men though they are not always strict as it is with the case of women’s dressing styles.

Dressing styles works best according to different cultures and their value systems. It cannot be said that the western culture is the standard and the best dressing style – better than the eastern cultures. Therefore we must use culture as a lens for evaluating whether dressing style or any other characteristic can be considered a strength or weakness within a particular culture (Snyder and Lopez, 2007).

Dressing styles can declare a person to be a member of certain religion or culture. Clothes may also signify dissent from cultural beliefs as well as personal independence. Muslims may show their religious affiliation by wearing turbans and other religious dresses. In modern cultures, dressing controls and conveys a special message to the society. Extensive change in dressing styles require time, resources (money) and effort to effect. It may take generations to change the dressing style of a particular culture. When dressing style changes, the message conveyed by the cloths also changes.

In summary, every person has amoral duty to obey morality rules concerning body modesty. Universally accepted modesty standards do not allow non-essential exposure of the body. Some of the body parts that should not be uncovered to ensure good modesty standards in the society include; bare skin, hair and undergarments especially those of the private/ intimate body parts. Dress code and modesty in the society should conform to the moral rules regardless of a person’s religion or culture.

• Bolt, M. (2004). Pursuing Human Strengths: A Positive Psychology Guide . New York: Worth Publishing. Pp 50-76.
• Lopez, S. J. and Snyder, C. R. (2007). Positive Psychology: the Scientific and Practical Explorations of Human Strengths . Los Angeles: SAGE. pp 43-46
• Perceptions of the Wearing of Hijabs by Muslim Women
• Women in Islamic Somali Culture
• Deviant Law Concepts and Contraries to Social Norms
• Violence and War in Japanese Popular Culture
• Culture War in Australia: Conflict Between the Conservatives and Liberals
• Popular Culture for Political, Personal, and Economic Struggles
• Globalization in Terms of Media and Cultures
• Traditional Chinese Cultural Values
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, December 27). Dress Code and Modesty in the Society. https://ivypanda.com/essays/dress-code-and-modesty-in-the-society/

"Dress Code and Modesty in the Society." IvyPanda , 27 Dec. 2021, ivypanda.com/essays/dress-code-and-modesty-in-the-society/.

IvyPanda . (2021) 'Dress Code and Modesty in the Society'. 27 December.

IvyPanda . 2021. "Dress Code and Modesty in the Society." December 27, 2021. https://ivypanda.com/essays/dress-code-and-modesty-in-the-society/.

1. IvyPanda . "Dress Code and Modesty in the Society." December 27, 2021. https://ivypanda.com/essays/dress-code-and-modesty-in-the-society/.

Bibliography

IvyPanda . "Dress Code and Modesty in the Society." December 27, 2021. https://ivypanda.com/essays/dress-code-and-modesty-in-the-society/.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated t...

Related Papers

Segun O Adedeji

Nurul Nadia Abd Aziz , Mawarti Samsudin

The first impression is usually judged based on how a person ​is dressed. An individual who appears with smart, clean and neat dress could portray a positive image and good qualities to the onlookers. Thus, the physical or outward appearance of students somehow reflects the students' inner values and eventually the image of the university. A preliminary survey conducted by researchers on 218 students revealed that more than 50 percent of them did not conform to the university dress code. In order to investigate the problem, researchers came out with this study which in specific aims to determine the level of students' awareness of university dress code and to identify factors contributing to the non-conformity of the dress code. Although the issues of dress code are not as much debated or studied as compared to students' achievements or academic issues in literature, studies and researches should be undertaken so long the problem persists. Data for the study was gathered through questionnaires from 146UiTM students who did not conform to the university dress code. The data was then analyzed using SPSS Version 20.0. The result showed that students are highly aware of the dress code policy and guidelines. However, despite their awareness, the majority of the students are found to disobey the dress code guidelines on most of the lecture days. Financial aspects are considered to be the strongest factor among the four predictor factors in influencing dress code non-conformity. The findings are hoped to be beneficial to assist university administrators in handling the issue and implementing effective dress code policy.

The purpose of this research is to investigate whether society still holds the original essence of clothing in high esteem, what factors do people consider when choosing what to wear, and also, to compare today’s factors with those of earlier centuries. This research was carried out in Ho Polytechnic community where 350 respondents made up of academics and non academics were selected to complete a questionnaire asking them to indicate the level of importance attached to listed original factors. The raw data consists of 23 original factors subjected to factor analysis to identify new composite factors that can explain the clothing behavior of the populace. At the end, six factors were identified. These are; in order of importance, general undecided attitude of the people as to what actually controls their dressing, and the information base of the people. The rest are; the resolution of some people not to dress to offend anyone, fabric influence, the specific social believes of the people and the blending factor. It is hoped that the findings of the research would prompt society to be mindful of what clothing communicates about the wearer. Keywords: Communication; Clothing; Character; Virtues; Honor

Sampling of the research conducted in order to determine behaviors of following fashion and points of view among university students in different countries was managed by randomly selected 389 students from the cities Ankara in Turkey, Nicosia in Turkish Republic of Northern Cyprus (T.R.N.C.), Liverpool in England and the students from Turkic Republics who are currently in Ankara for their university educations. Data used within the research was collected by the data collection device, which is composed of three parts and designed by a researcher. The data had been analyzed by using Statistics Package for Social Sciences (SPSS). The correlation between fashion descriptions and behaviors of following fashion of students and their countries, income levels, genders and education status had been evaluated by using chi square ( χ2) test and significance level of p&lt;0,05. Averages of the grades for points of view of students towards fashion are calculated and in accordance with fashion ...

Oni Hezekiah

ONI HEZEKIAH

The study investigated educational foundations and counseling student’s perception and social implications of indecent dressing among Adeyemi College of Education Students in Ondo State as a case study. Three research questions were formulated to guide the study. Survey design was adopted for the study. Simple random sampling technique was adopted in selecting one hundred (100) Adeyemi College of Education students as participants of the study. The instrument used in obtaining information for the study was a questionnaire. The data collected were analyzed using frequency count, percentage, mean and standard deviation. The result of the study revealed that indecent dressing has impact on students in higher institution. Having established the usefulness and relevance of students dressing in a normal way, the researcher recommended among other things; that parental care, government intervention and other viable means should be applied in curbing indecent dressing.

mpawenimana abdal-saidi

This study sought to explore Politics of students’ dressing codes and its impact on political and public perceptions in Tanzanian higher learning institutions. It was a qualitative study which used an in depth interviews to collect data from 10 administrative regions (Mwanza, Arusha, Dodoma, Dar es salaam, Mbeya, Iringa, Kagera, Tanga, Mtwara and Tabora) in Tanzania. A total of 40 informants were purposefully selected to participate in the study meanwhile a thematic analysis was employed to analyse and manage the data. In order to produce indisputable data, indispensable cleanings, transcription, coding, organizing, and theming were ascertained in the process. The findings reveal that, there is negative perceptions towards students’ dressing codes which resulted into ethical based discontent amongst Tanzanians on the dressing codes of higher learning institutions’ students meanwhile public comments to the legislative bodies to make a law or related policy that will be implemented to...

Anthony Amonjenu

Advances in Social Science, Education and Humanities Research

Muhammad Sulthan Mazaya

Dress is a part of the wearer identity, which is believed that wearing a certain dress will affect the wearer's behavior and can reflect the wearer's emotion, which at the same time can affect the other people's emotions. This study is aimed at discussing the impact of wearing typical dresses of santri (cap and sarong) on the behavior of male students. This study applied descriptive analysis approach, which connects the phenomena (variables) of research based on observation facts that the researcher found in the site of study. The object of this research covers the students of International Standard Boarding School of Amantul Ummah, Mojokerto. The research findings showed that wearing typical dresses of santri has positive effect on the santri's behavior. This research recommends the habituation of santri's dresses with reward and punishment mechanism to control to the santri's obedience in pesantren environment.

Cengiz Yıldırım , KERiM GUNDOGDU

The purpose of this study is to investigate the effect of newly introduced dress coding system in schools in Turkey. This study examined the reflection of recent changes in dress regulation on the school environment.The results of this research showed that teachers and students face many problems due to recent changes in the regulations in Turkey. Teachers and students believe that the dress code is important in all aspects of the formation of a positive school environment. Therefore, the study conducted about views of teachers and students on dress-code gives an idea about the formation and implementation of school policies. In this context, views of stakeholders directly involved in the process, implementations, academic studies carried out in different countries, social, cultural and economic needs of the community should be taken into account by educational policy-makers and politicians. Based on this research the researchers believed that schools’ dress code should be determined democratically, or at least every school should formulate its own dress code for a better school environment.

IOSR Journals

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

The impact of indecent dressing on the academic performance of students. A case study of Ho Polytechnic in Ghana

Dr. Richard Gbadegbe , Quashie Mawuli

el-Aqwal: Journal of Sharia and Comparative Law

Manswab M A H S E N Abdulrahman

Nelani De Costa

tekstilvekonfeksiyon.org

PINAR GÖKLÜBERK ÖZLÜ

Health, Spirituality and Medical Ethics

mansooreh forouzi

Journal of Economics and Behavioral Studies

Scholastica W. Azuah

Research Papers

IJSES Editor

Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad

Charles J. Russo

European Journal of Education Studies

Julius Montes

Journal of Textile Science & Fashion Technology

Ryuen Hiramatsu

Publisher ijmra.us UGC Approved

International Journal of Education Through Art

International journal of humanities and social sciences

Esther Quarcoo

Studies in Communication Sciences

Annick Paternoster , Francesca Saltamacchia

The Routledge Companion to Fashion Studies

Annick Paternoster

Journal of Social History

Marco Belfanti

Journal of African Cultural Studies

Morolake Dairo

Zenodo (CERN European Organization for Nuclear Research)

Ikaonaworio Eferebo

Appiah Seth christopher

Eslam Emara

The Korean Ethics Studies Association

Global Regional Review

Munawar Hussain

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Apply to Central
• Visit Campus
• Deposit Now
• Financial Aid
• Scholarships
• Admission Requirements
• Dates and Deadlines
• International Students
• Request Info
• Student Ambassadors
• Student Profiles
• Transfer Students
• Academic Calendar
• Academic Programs
• Career Development
• Class Deans
• Commencement
• Community Service
• Core Requirements
• Course Catalog & Schedule of Courses
• Geisler Library
• Honors (Emerging Scholars)
• Off-Campus Experiences
• Registrar’s Office
• Transcripts
• Campus Dining
• Diversity, Equity & Inclusion
• Frequent Questions
• Get Involved
• Health & Safety
• Life in Pella
• Living on Campus
• Move-In Guide
• Parent Info
• Student Handbook
• Student Senate
• Student Services
• Study Abroad
• Stay Connected
• Initiatives
• Planned Giving
• Central Red
• Journey Scholarship Fund
• Ways to Give
• Civitas Magazine
• Dutch Letter
• Annual Report
• Central Dutch Network
• Athletic Training
• Beyond Central
• Camps & Clinics
• Central Close-Up
• Central Club
• Hall of Honor
• Staff Directory
• Spirit Shoppe
• Under Armour

Dress Codes in the Workplace: Effects on Organizational Culture

By angie shinn '12, ali swigart '12, ashley gritters '12 and matt schmailzl '11.

Organizational Behavior

For the piece on dress codes, students were to work as a team to complete a research paper on an organizational behavior topic. I selected this project because of the depth of research, it followed all of the specific guidelines, and it was well-written on a timely topic.

-Jann Freed

The purpose of this paper is to establish the effect of dress codes on organizational culture, employee morale, productivity, and performance. Three categories of dress codes have been established: formal, business casual, and casual. The paper describes the downsides of the three categories of dress, the different organizational climates each policy creates, and the various perceptions of the employee, clients, coworkers, and uppermanagement.

The paper also highlights the dress code trends throughout the past 30 years and explanations of implemented policy changes. There are many stipulations to consider before a company should apply a new dress code. This paper outlines the guidelines for dress code modification, as well as recommendations for the employees. If a new dress code policy is implemented, these guidelines will ease the transition and will minimize negative reactions to organizational change.

Introduction

Over the last 30 years, dress codes throughout corporations in the United States have undergone drastic changes. In the workplace, change has been most prominently seen in the areas of casual, business casual, and formal codes of dress. Research and analysis has confirmed that a corporation’s specified dress code policy has an interrelated effect on employee behavior, performance, and productivity.

“Dress is clearly a significant means of selfidentification and role definition. Personal styles have great psychological implications for both the wearer and the person interacting with the wearer” (Bowman & Hooper, 1991, p. 330). An organization’s dress code affects employees’ perceptions of the quality of their performance (Black & DiNardo, 1994; Peluchette & Karl, 2007). Additionally, an individual’s style of dress influences how colleagues, clients, and uppermanagement perceive them.

Dress code policies are one visual expression of the culture of an organization. Therefore, workplace attire is a key component in establishing the company’s desired organizational culture (Maysonave, 2001; McCarty, 2010; Wood & Benitez, 2003). The extent of formality of a dress code sets the stage for the type of environment the company wishes to create. If teamwork and unity are strong values in the organization, reducing status differences by standardizing the dress code among all employees will reinforce these organizational values. For example, all employees at Toyota Corporation wear polo shirts and khakis as a way of expressing a unified, team-oriented culture. Also, a casual dress code can help communicate a fun and friendly organizational culture. This may result in employees feeling empowered to deliver exceptional customer service which, in turn, strengthens the company’s fundamental value of providing service excellence (Peluchette & Karl, 2007).

Assumptions have been made regarding the relationship between a casual dress code and employee productivity. While initially the correlation was favorable, over time it has become a distraction to employees, as well as a liability for organizations. According to a survey of over one thousand human resource executives, almost half of the companies with a casual dress-down policy reported a significant increase in tardiness, absenteeism, and flirtatious behavior (Egodigwe & Alleyne, 2003). Another survey concluded that casual dress may lead to a casual work ethic (Peluchette & Karl, 2007, p. 349-350). In contrast, employees who dress formally (i.e. a suit and tie), are considered to have high credibility, are taken more seriously, and are more likely to be viewed as uppermanagement material from top executives (Chaney & Lyden, 1999; Wood & Benitez, 2003).

The purpose of this paper is to establish the correlation between dress code in the workplace and employee performance and morale. Three categories of dress codes will be discussed: casual, business casual, and formal, or sometimes referred to as traditional. While a more casual approach may boost employee morale and comfort, it may have a negative effect on performance (Lee, 2005). In addition to reviewing the literature of this topic, interviews with three managers have been included to illustrate how each company’s dress code is perceived to affect the performance and morale of employees.

History of Dress Code in the Workplace

Prior to the 1990s, workplace attire was predominantly formal, consisting of suits for both men and women. “The boundaries between work and after-work fashion were vividly clear: executive attire in the office, casual attire at home” (Lee, 2005, p. 32). This commonality among most office settings began shifting towards a more casual manner of dress. According to Mary Lou Andre, editor of dressing-well.com, “Business casual first entered the marketplace in the early ‘90s, during the last recession when folks were doing a lot of lay-offs. The people left behind had more work to do, less benefits, and fewer people to do [the work]” (Vangen, 2002, p. 12). This trend was aided by the invention of the Dockers brand in 1986, which allowed for a rise in the more affordable business casual manner of dress (Kiddie, 2009; McPherson, 1997; Sloan, 2000).

Soon after the recession began, the introduction of internet business drove business dress codes to become even more “dressdown.” This informal apparel ranged from t-shirts and jeans to polo shirts and khakis. By the mid to late nineties, business casual dress, at least on certain days, had become the norm for many major firms such as American Express, CitiBank, and IBM (Chaney & Lyden, 1999). As of June 1997, 83 % of U.S. companies surveyed had some form of casual dress policy (Boles, 1997). Levi Strauss & Company, creator of the Dockers brand, says, “The casual look was never meant to replace traditional Mondaythrough- Thursday business attire” (McPherson, 1997, p. 135).

From 1996 to 1999, retailers of formal office attire suffered a sharp drop in sales (Joans, 1996; Sloan, 2000). While casual dress was becoming more common, many organizations began to see a need for implementing written policies as employees started to dress as if they were headed to the playground rather than upholding their professional status. Early in the twentyfirst century, frustrated by worker’s inappropriate office attire, some companies hired wardrobe consultants to help employees with the “dos and don’ts” of corporate fashion (Parekh, 2005; Sloan, 2000; Spitznagel, 2010). Businesses mandating a return to formal policy typically believed that people were coming to work dressed too casually. Companies argued that a casual look can promote a laxness and has a negative impact on productivity (McIntyre, 1998; Maysonave, 2001).

Dress codes changed from casual to more formal styles around 2002 as major financial firms were starting to implement dress policies. This trend was reiterated by an increase in the sale of business suits (Kiddie, 2009). Corporations were particularly concerned with employees showing up with radical changes to their wardrobe such as piercings, stained clothing, and not properly groomed, creating a sloppy overall appearance. This resulted in some companies reinstating a suit and tie rule. According to a study from the Society for Human Resource Management, the percentage of casual dress policies dropped from 53 % in 2002 to 38 % in 2006 (Sowa, 2007; Wood & Benitez, 2003). The current trend is to dress for success, but the current styles permit various colors and have a more tailored, modern look. “Natural fibers, multiple buttons, and bolder ties and shirts are new trends, as America gets back to business” (Feingold, 2001, p. 3).

Elaborate changes in dress codes have occurred in the past twenty years, and there are endless combinations of dress code policies among organizations. However, the style of dress code can be placed on a continuum, ranging from casual to formal, and can be categorized into one of three categories: casual, business casual, and formal.

Trends in Casual Dress

Casual dress code policies originated after a short recession in the nineties, which caused many companies to downsize. The internet was introduced, compounding the need for long office hours and combined with a slump in the economy caused companies to adopt a more cost-effective dress policy (Black & DiNardo, 1994; Vangen, 2002). This new way of dressing paved the way for future corporate policy, allowing workers to shy away from the stuffy “old man in a tie” look to a more modern, comfortable look.

Dressing casually for work can increase employee performance and morale (Black & Dinardo, 1994). After a long day, a casually dressed employee can transition from work to home life with ease by sparing the time of undressing out of nice black shoes and pants just to go to out. Some companies argued against formal wear, referring to a 1999 survey that shows: “Companies that embraced casual business attire enjoyed a 40 % increase in productivity” (Kiddie, 2009, p. 352). This is an astounding growth for any company. Unfortunately, the initial upsurge of productivity did not last.

The downsides of casual workplace attire were soon realized. Damaged first impressions may be a result of dressing too casually at work, as unexpected meetings with clients and upper-management often arise. Additionally, a casually dressed employee may be perceived as unprofessional, incompetent, under-qualified, or uncommitted (Maysonave, 2001). Harry Beckwith, author of the book Selling the Invisible, says, “People do not simply form impressions, they become anchored to them. Busy people are apt to make snap judgments and then base all their later decisions on them” (Maysonave, 2001, p. 46).

Casual dress codes enhance an organizational culture of fun and friendliness, and some dot-com giants still use this method. For most companies, however, casual dress is inconsistent with business values and objectives because it communicates less credibility (Chaney & Lyden, 1999). Jill Bremer, an image coach and the owner of Bremer Communications, describes the threat of a “double-edged sword” when dress codes in the workplace become too relaxed. Although employee morale is usually positively affected by casual dress policies, professionalism suffers as a result (Parekh, 2005; Wood & Benitez, 2003). Therefore, a change was needed. The next category of dress code is the “happy medium” between the two extremes of casual and formal.

Trends in Business Casual Dress

The application of a business casual dress code has been seen as a highly valued employee benefit (McIntyre, 1998). “Millions of people are perplexed by the oxymoron ‘business casual’” (Maysonave, 2001, p. 46). Business casual dress includes clothing that is more relaxed and casual, but still projects a professional, business-like image. In today’s business world, business casual is often depicted by khakis or black pants with a collared shirt (“Business Attire,” 2008; Chaney & Lyden, 1999).

Business casual attire has allowed employees freedom from the costs associated with formal business attire, as well as giving them the ability to feel more relaxed while at work. According to Field, (2000), “Monday through Thursday, men have to wear shirts with collars and muted patterns; Fridays, Hawaiian shirts are O.K.” (p. 180). This is just one specific example from a company that follows business casual dress code.

Over time, business casual attire has become too casual. Vague written policies that only state acceptable attire, excluding specifics about inappropriate clothing, and employees continuously testing the dress codes’ boundaries contribute to this too-casual trend. This requires the company to reinforce or alter their written dress code. When modifications are made, it may be necessary for corporations to have fashion shows, give handouts with images of the “dos and don’ts” of business casual, or hire consultants to conduct employee seminars about the new policy (Lee, 2005; Maysonave, 2001).

Another drawback of business casual dress is the lack of authority the image portrays. As a result of this perception, individuals may have a harder time progressing up the corporate ladder (Chaney & Lyden, 1999; Black & DiNardo, 1994). Perceptions of the individual by clients may also be negatively affected, as a lack of authority is usually related to a diminished sense of trustworthiness.

Employees must realize that it’s impossible to make a neutral statement. As human beings, we are always communicating on the nonverbal level, even when we are speaking. Apparel choices are a huge part of that communication. Clothing impacts an individual’s image, either positively or negatively. When inappropriate apparel choices are consistently made, a negative impact extends to the entire corporation by giving the impression the company is lax or unprofessional. In today’s digital world, first impressions and ongoing impressions—the visual aspects—have never been more critical. (Maysonave, 2001, p. 46)

This being said, corporations must recognize the importance of advising employees of appropriate business casual attire for their specific organization. According to a survey of 616 business students, the preferred business casual dress attire for women consisted of “khaki pants with a coordinating blazer, followed by navy dress slacks with a gray jacket…most appropriate for men were a navy sports coat with gray dress slacks or casual slacks with a polo shirt” (Chaney & Lyden, 1999, p. 15).

Knowing the day’s schedule of events allows an employee to dress to serve the client. Lydia Lee, a Certified Public Accountant, says she likes to dress down for her clients, which makes the meeting more personal (Morton, 2007). It can be beneficial to promote the personal relationship by coordinating styles with the client’s, based on their degree of formality. Thus, business casual dress is most effective in personal situations as it creates more approachability and relaxation, unlike formal attire which is typically thought of as a more rigid and authoritative style of dress (McCarty, 2007; “Business Casual,” 2006).

Although there are many benefits of business casual, these policies can be open to a wide range of interpretation due to unspecified guidelines and broad descriptions (Lee, 2005). There is also an economic trend that exists. The need for competitive advantage in a business is essential in today’s cut-throat business world. Hence, some companies have adopted a traditional code of dress in order to clear up confusion and gain a leg up on the competition (McIntyre, 1998; Maysonave, 2001; Peluchette & Karl, 2007).

Trends in Business Formal Dress

Formal attire in a business environment includes suits and ties for men, while women require business suits with pants or a long skirt and a jacket. The conventional colors of professional dress are usually navy and black. This style of dress in the office environment was the norm until the dot-com boom of the nineties, when many companies opted for a more casual dress code. During the chaos of the internet craze, many firms could not compete and went out of business. In order to regain their positions in the market, the remaining companies began shifting towards a more formal dress code (Peluchette & Karl, 2007). Facloni (1996) says, “If dressing down has an effect on productivity, it is only negative. If you look sharp, you are more likely to act sharp.” (p. 13). Staff writer at National Society of Professional Engineers, Eva Kaplan-Leiserson (2000), concurs, “The way you look directly affects the way you think, feel, and act… When you dress down, you sit down – the couch potato trend. Manners break down, you begin to feel down, and you’re not as effective” (p. 39).

Dressing more formally and professionally exudes a message of authority, credibility, confidence, and a success-oriented attitude (McCarty, 2007). Where a more casual dress may be enforced to promote closer relationships among employees, formal dress is used to enhance status, respect, and efficiency (Lee, 2005; Peluchette & Karl, 2007).

The way one dresses in the workplace affects how they perceive themselves, and also how they are perceived by others. According to Peluchette and Karl (2007), “people adopting a formal attire in the work place believed that they could influence others’ views, achieve greater power and influence, and attain work- related outcomes, such as advancement or compensation increases” (p. 348). Because of economic conditions and other insecurities, many workers have begun to believe that polishing their image will help keep them employed (Stankevich 2002; Wood & Benitez, 2003). This is quite a different belief than the economic downturn during the dot-com era in the nineties, when casual dress was thought to be a competitive advantage.

During the hiring process, the interviewee’s formality of dress is a key factor. Formal dress in an interview conveys professionalism, confidence, and a success-driven attitude (Fetto, 2002). Applicants who are appropriately dressed at interviews are taken more seriously and create a lasting first impression, which is critical in order to gain an upper hand on the other applicants. In one survey, “Seventy percent of executives said they perceive employees dressed in suits to be more senior level, while 60 % said those in suits are taken more seriously” (“Business Casual,” 2006, p. 16).

“Many studies have been done that show a definite correlation between how we dress and how we act. When we’re dressed in appropriate business attire, we tend to act in appropriate business fashion. When we’re not, we don’t,” (Lee, 2005, p. 36). Advocates of formal dress codes believe that casual dressers not only leave their professionalism open to question, but may also jeopardize the professional reputation of the company for which they work for. Target Corporation recognized this threat and revised its dress code from business casual to jacket and tie in November of 2004. Target hoped it would inspire other corporations and companies to follow suit, so to speak. In regards to poorlydressed employees, the CEO of Global Success Strategies, Inc., said “they’re great at their jobs; however, they don’t have any idea how to present themselves professionally with their clothing, their body language, and their etiquette” (Lee, 2005, p. 33).

Guidelines and Case Studies

Casual dress codes were supposed to make the work environment more comfortable and less restrictive. Instead, many people experienced dress-down confusion (Field, 2000). Introduction of more strict written policies has been prominently instituted by managers in small companies to Fortune 500 corporate offices. Maysonave (2001), points out that, “executives are frustrated by the negative impact sloppy clothing is having on their corporate culture” (p. 46). It is uncommon to have attire perceived as unworthy for work, but more than 11 % of administrative professionals have witnessed a coworker being sent home from work to change clothes (“Business Attire,” 2008). Organizations have used dress codes to promote organizational values, norms, beliefs, and culture by directly influencing employee attitudes through their dress (Peluchette & Karl, 2007). Perception, either self or observed, becomes the reality of the corporation.

In order to collect current information, a questionnaire that was emailed to three local companies to see what real-life dress policies are implemented in their workplace. The industries of the respondents were manufacturing, financial planning, banking, and heavy equipment sales. The people were Tim Meier, Vice President of Marketing at Collins Community Credit Union of Cedar Rapids; Randall Schmailzl, a financial planner at New York Life of Des Moines; and Laurie Haynes, Inventory Control Manager at Precision Pulley and Idler of Pella.

Laurie Haynes has always been affected by a dress policy at work. In the nineteen years she has been at the company, the most recent change to the dress code involved a committee. The committee had a presentation which included pictures to help spell out the dos and don’ts, and punishment was also discussed for each occurrence. In order to modify dress policy, involving wardrobe committees was a common theme in all the industries.

The financial planning and banking industries had formal attire in the office, but outside the office appointments are subject to the opinion of the employee. The heavy equipment sales company was the only industry without a formal written policy to dictate attire at work. Rick Boat, the manager of a Vermeer dealership outside of Pella, Iowa said the lack of a policy “is due to the clients served by the heavy equipment retail industry who are typically farmers and local construction businesses.”

Based on this research, two sets of guidelines for implementation of dress policy are provided: one set for the company, and one for the employee. Guidelines for the Company

1. Before implementing a new dress policy note the preferences of employees in order to more accurately predict the impact on employees’ attitudes and behaviors.

2. Ease into changes of the dress code policy. Making a major transition too abruptly could have a negative effect on employee productivity, performance, and budget (Peluchette & Karl, 2007).

3. Have a set of clearly defined guidelines for dos and don’ts about work place attire (Reddick, 2007).

4. Make sure employees are aware of the punishment involved in not adhering to the policy.

5. Be open to feedback from employees, and be able to reasonably explain why policy changes are needed.

6. Make sure every employee affected by the policy is aware of new expectations. The easiest way is through e-mail, a large group meeting, or an updated employee handbook.

7. Lead by example (Hanley, 2009).

Guidelines for the Employee

While many organizations have an established dress code, sometimes the policies are not clear. If an individual is unsure of the dress code expectations, they should start by building on their existing wardrobe. This means purchasing basics that they know are appropriate and that coordinate with what they already have in their wardrobe. It is best to invest in high quality natural fabrics such as 100% wool in colors that are neutral, such as navy, gray, and black (Egodigwe & Alleyne, 2003). The following are some tips for dressing for success:

1. Wear clothes that fit your body type (Kopulos, 2009).

2. Avoid wearing lowcut, see-through, or formfitting shirts (McCarty, 2010; Kopulos, 2009)

3. Cover tattoos and remove all body piercings (Kopulos, 2009).

4. Make sure hair is wellgroomed (Kopulos, 2009).

5. Remember: less is more. This rule applies for makeup, jewelry, perfume, and cologne (McCarty, 2010; Kopulos, 2009).

6. Wear shoes that are closed toed with little to no heel, and of neutral color (McCarty, 2010; Kopulos, 2009).

7. For women, make sure that skirts are no shorter than two inches above the knee (Kopulos, 2009).

Imagine Consultants/Coaching

Trevor Book, “Untitled,” Acrylic on paper, 22” x 30”

There’s an entire generation that grew up in what was a progressively more casual atmosphere and then entered the workforce in the period of time where business casual was really taking over, …very aware of the fact that if they’re expecting employees to upgrade their wardrobe, they need to provide something to soften the blow (Parekh, 2005, p. 28).

In 2002, a survey by Mervyn’s department store chain revealed that 90% of office workers did not know the difference between formal business attire, business casual, and casual dress (Spitznagel, 2010). Many organizations are turning to professional coaching and consulting firms while creating their dress code. Though professional seminars can run anywhere between 1000 and 4,000 dollars, corporations are spending money to ensure that they are not losing business because of the attire of their employees. “When competition is tough and business harder to come by, image management can give you the edge when it matters most, and it really can affect your bottom line” (Hanley, 2009, p. 27).

Image coaching helps managers to build cohesive teams and provides a consistency in company branding. According to Sally Hanley (2009), a professional image consultant for more than 15 years, says that image coaching helps to “build trust and reliability in the eyes of clients and colleagues alike” (p. 27). Some employees’ styles of dress become a problem due to poor definition of dress code specifics by the employer (Parekh, 2005). A great example of a dress code that gives examples of acceptable and unacceptable attire for both men and woman can be found in Appendix C on Figures 1 and 2. Another professional image coach, Jill Bremmer, says, “It really helps for them to hear it from somebody from the outside, who can be objective and be the messenger” (Parekh, 2005, p. 28).

The U.S. is an industrial powerhouse and Americans spend billions of dollars on business wardrobes, hairstyling, plastic surgery, and physical training to put them ahead of the competition. From economic progress to economic downturn, styles have changed vividly over the past 30 years. During the rise of America as an economic leader, many changes were taking place to the culture and it affected people’s opinions of what is appropriate business attire. After the introduction of the electronic age, businesses began to recognize the negative effects of a casual dress code. Managers realized that a classy, professional dress policy led to favorable business results. This idea carried over into the current global economy.

Casual dress codes encouraged a relaxed and friendly work environment for employees, but promoted lack of authority and professionalism. These downfalls helped lead to a more modern business casual look that was based on upholding standards of quality in the workplace. A business casual environment provides a happy medium between casual and formal dress codes. Workers show more efficiency and authority at the workplace when they are required to leave their natural, everyday attire.

The pinnacle of problems surrounding the business casual dress code is the definition of “business casual” itself. There is a broad spectrum of ways to interpret business casual, which is why employers using a business casual dress code should incorporate help of image consultants and clearly defining dos and don’ts with the use of visuals. To eliminate the ambiguity of business casual, some employers depend on a well-established formal code of dress. A formal dress policy can flatten an organization’s hierarchy and increase cohesiveness in the workplace. Although formal attire may be perceived as rigid or less friendly, clients generally have more confidence in an employee that is more formally dressed.

While a more casual approach may boost employee morale and comfort, it can have a negative effect on performance. Presenting oneself professionally at the workplace promotes selfconfidence and competence. Formal dress also enhances a positive perception from top managers and business clients. Organizations that show commitment to the personal development of their staff tend to have employees who feel more valued (Hanley, 2009). In order to balance professionalism with employee morale, organizations should consider having periodic casual days as an incentive to increase productivity and performance.

Research concludes that while there is no standard dress code, there is a system where each industry identifies trends to promote optimum efficiency. When creating and implementing a dress code, organizations must consider their mission statement and values, as well as the culture they wish to portray. As a visual expression of these factors, dress code policy carries immense significance for all business organizations.

Lars Larson, “Early morning,” Acrylic on paper, 22” x 30”

Works Cited

(2006). Business casual is the new black. T+D, 60(10), 16. Retrieved from Business Source Elite database.

(2008). Business attire. Office Pro, 68(3), 8. Retrieved from Business Source Elite database.

(2009). Formal job interview attire preferred by one-third of CIOs surveyed. Hudson Valley Business Journal, 19(1), 22. Retrieved from Business Source Elite database.

Black, J., & DiNardo, J. (1994). Come as you are. Executive Report, 13(2), 6. Retrieved from Business Source Elite database.

Boles, M. (1997). Keep your suit in the closet. Workforce, 76(10), 21. Retrieved from Business Source Elite database.

Bowman, J., & Hooper, H. (1991). Dress and grooming regulations in the public service: standards, legality, and enforcement. Public Administration Quarterly, 15(3), 328-340. Retrieved from Business Source Elite database.

Chaney, L., & Lyden, J. (1999). Putting the ‘business’ in business casual. OfficePro, 59(4), 15. Retrieved from Business Source Elite database.

Egodigwe, L., & Alleyne, S. (2003). Here come the suits. Black Enterprise, 33(8), 59. Retrieved from Business Source Elite database.

Falconi, R. (1996, January). If you want to move up don’t dress down. Financial Executive, 13-14. Retrieved from Business Source Elite database.

Fetto, J. (2002, May). Dress code. American Demographics, 13. Retrieved from Business Source Elite database.

Feingold, J. (2001). Dressing down is out. New Hampshire Business Review, 23(19), 3. Retrieved from Regional Business News database.

Hanley, S. (2009) Why image matters for managers. Manager, 27. Retrieved from Business Source Elite database.

Jones, B. (1996). Unsuitable for the job? Management Review, 85(7), 51. Retrieved from Business Source Elite database.

Kaplan-Leiserson, E. (2000). Casual dress/back-to-business attire. Training and Development, 54, 38-39. Retrieved from Business Source Elite database.

Kiddie, T. (2009). Recent trends in business casual attire and their effects on student job seekers. Business Communication Quarterly, 72(3), 350-354. Retrieved from Business Source Elite database.

Kopulos, M. (2009). Common sense please. Women in Business 61(1), 29. Retrieved from Business Source Elite database.

Lee, A. (2005). The style incentive. Potentials, 38(9), 32-40. Retrieved from Business Source Elite database.

Maysonave, S. (2001). Business casual concepts. Retail Merchandiser, 41(7), 46. Retrieved from Business Source Elite database.

McCarty, M. (2010). Clothes minded: What to wear to work and what not to. OfficePro, 70(5), 36. Retrieved from Business Source Elite database.

McCarty, M. (2007). Dude, are these style tips for you? OfficePro, 67(7), 24. Retrieved from Business Source Elite database.

McIntyre, K. (1998, July 20). Business causal is a hairy situation. Business Insurance, 77. Retrieved from Business Source Elite Database.

McPherson, W. (1997, March). Dressing down in the business communication curriculum. Business Communication Quarterly, 60(1), 134-146. Retrieved from Business Source Elite database.

Morton, P. (2007). Dressing down. CA Magazine, 11. Retrieved from Business Source Elite database.

Parekh, R. (2005). Companies enlighten workers to corporate fashion. Business Insurance, 39(25), 28. Retrieved from Business Source Elite database.

Peluchette, J., & Karl, K. (2007). The impact of workplace attire on employee self-perceptions. Human Resource Development Quarterly, 18(3), 345-360. Retrieved from Business Source Elite database.

Reddick, E. (2007, August 20). Casual dress—the new elephant in the room. Enterprise/Salt Lake City, 37(7), 9-15. Retrieved from Business Source Elite database.

Sloan, P. (2000). Is that Gordon Gekko at the gap?. U.S. News & World Report, 128(16), 46. Retrieved from Business Source Elite database.

Spitznagel, E. (2010). The tragic decline of business casual. Bloomberg BusinessWeek, (4199), 94-95. Retrieved from Business Source Elite database.

Sowa, A. (2007). Some central Oregon businesses show great flexibility in workplace dress code. The Bulletin (Bend, OR). Retrieved from Newspaper Source database.

Stankevich, D. (2002). Now it’s business casual ‘chic’. Retail Merchandiser, 42(4), 4. Retrieved from Business Source Elite database.

Vangen, C. (2002). Back to business (casual). Buildings, 96(4), 12. Retrieved from Business Source Elite database.

Wood, N., & Benitez, T. (2003). Does the suit fit? Incentive, 177(4), 31. Retrieved

• Past Issues
• Argumentative
• Modern Languages
• Research/Experiments

Home — Essay Samples — Business — Dress Code — The Dress Code Debate: Argumets For and Against

The Dress Code Debate: Argumets for and Against

• Categories: Dress Code

About this sample

Words: 1064 |

Published: Sep 7, 2023

Words: 1064 | Pages: 2 | 6 min read

Table of contents

Arguments for dress codes, arguments against dress codes, the role of context in dress code arguments, you may also like.

• Anudeep Durishetty’s Leadership: Public Service Excellence Case Study
• The Importance of Being on Time: The Significance of Punctuality
• Accountability in Leadership: Responsibility Drives Success
• The Crucial Role of Accounting in Achieving Business Success

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr. Karlyna PhD

Verified writer

• Expert in: Business

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1711 words

4 pages / 1996 words

5 pages / 2207 words

3 pages / 1360 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Dress Code

The notion of dress code protests has become a focal point of discussions surrounding personal expression, social norms, and institutional authority. This essay delves into the complexities of dress code protests, analyzing [...]

School uniforms have been a topic of debate for many years, with arguments for and against their implementation in schools. While some believe that school uniforms promote a sense of unity and equality among students, others [...]

The dress code policy in any educational institution often serves as a microcosm of broader societal values and tensions. Nowhere is this more evident than in the dress code policies of the Dallas Independent School District [...]

Have you ever felt restricted by your school's dress code policies? Do you believe that students should have the freedom to express themselves through their clothing choices? The debate over school dress codes has been a [...]

The debate over school uniforms has been ongoing for many years, with strong arguments on both sides of the issue. While some believe that uniforms promote equality and discipline, others argue that they restrict individuality [...]

It is a style that consists of a blazer and pant. Usually the pants are of different colour from the blazer. The pant can be jeans, khakis or slacks. The shirt can be a Polo shirt, open-collar blouse or dress shirt. The [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

• Science & Math
• Sociology & Philosophy
• Law & Politics

Essay: Pros and Cons of a Dress Code in Schools

• Essay: Pros and Cons of…

Students mill through school grounds, all dressed in the latest fashions and trends. Although they may not think twice about their clothing, other than how fashionable they are, there is another factor that affects their dress for school, dress codes. Dress codes in North America have come under fire in recent years, amid arguments that raise many possible issues concerning them.

School dress codes have become a large controversy, as 55% of American schools enforce dress codes that are deemed “strict” and “controlling”. Though it is argued that times and our ideals have become more modern and progressive, our dress code policies have certainly not.

For generations, society’s mindset has improved drastically, beginning to wholly support women, people of colour, different shapes, sizes, and everyone in between. However, dress codes at their core have not changed with present times, though they are, on the surface, seen as appropriate, well-meaning, and inclusive.

Dress codes have been shown to cause increases in students grades and school performance averages. Although this is positive for students and schools, there is a cost behind this for parents and guardians. These policies make it much more difficult for both students and parents to buy clothing that children would actually wear, as dress codes are often specific and prohibit most clothing that students are willing to don.

However, the opposite is true as well. Dress code policies are open to interpretation and the final say comes down to school staff and administrators, meaning that students can never be truly sure that they will not be dress coded. On that same note, most clothing that students want to wear clothing that is fashionable would be considered unprofessional anyways. The use of dress codes prepares students for reality and what is expected of them as they age into society.

However, these expectations are not always what needs to be instilled in the mindsets of students, as society can be misogynistic and male-centric, and school clothing policies only perpetuate these beliefs. Dress codes circuitously support sexism, misogyny, and sexual assault directed towards females. School attire policies aid in the preparation of students for future professions. They help ensure that students have experienced clothing restrictions and are knowledgeable on acting according to these policies in any institutions.

However, these same rules that are crafted to help some students often end up discriminating against others. Many dress code policies are guilty of indirectly prohibiting clothing and dress that are symbolic to/are common in certain religions or cultures, thus enraging these groups and straying far away from the intended purpose. Are the benefits of these policies worth more than the costs? Or does the expense on students everywhere outweigh the advantages?

Dress codes are policies enforced in schools in order to prohibit certain clothing items that are deemed inappropriate or offensive. Their intended goal is to keep all students and staff comfortable, and to maintain a positive school climate.

In the 1950’s to 1960’s, positive economic conditions caused a drastic increase in household average income. With this excess income, everyday citizens were beginning to purchase and wear more fashionable clothing, articulating their culture, beliefs, and interests. However, the government was not fond of this new method of self-expression, and eventually began to ban many clothing items.

In the United States of America, dress codes were first established in 1969, in the Tinker v. Des Moines Community School District. A group of high school students had worn black armbands to class, protesting the Vietnam War. This sparked controversy, and became the limit for the community school board. Rules prohibiting certain clothing items were inputted in schools from then on.

More and more schools across the nation and across the world began developing their own clothing bans, which are now collectively referred to as dress codes. Presently, the prohibitions on clothing are not very well received, and students are fighting for more freedom concerning their dress as codes become increasingly specific. However, dress codes do have a number of advantages for not only the school, but the students as well.

Dress codes improve student’s school experience. Studies have shown that students who stress over their appearance are apt to perform worse on cognitive tasks, compared to those that show little to no concern. Attire policies have been shown to increase student’s grades on examinations.

In fact, 46% of TDSB schools state that the purpose of their dress codes is to “support a positive learning environment”. If a student obsesses over their fashion, hair, makeup, and looks, they spend less focus on their academics, clubs, and overall education. With the aid of dress codes, students cease any worry about their looks, as many items cannot be worn anyways.

Students are often bullied because of their clothing, and dress codes help prevent this by limiting the attire that is available for them to wear. Children of lower-income families may not be able to afford popular brands and expensive clothing, which is the main reason why so many students, especially teenagers, are bullied at school. With dress codes banning many items such as ripped jeans and baggy clothes, which are popular styles with name brands everywhere, there are fewer chances for bullying due to attire.

Mental health disorders in students such as depression, low self-esteem, and eating disorders are often accelerated by worries over clothing and appearances. Schools enforcing dress codes can improve the school climate. By restricting certain clothing items, students do not feel the need to don showy or revealing attire to belong, as these pieces are prohibited by dress codes.

It would help prevent students from feeling insecure about their bodies and clothing because they wouldn’t be the only ones not dressed in the latest styles and trends. Mental health issues are common in teenagers, meaning that a great deal should be done to prevent them, which includes dress codes.

The policies that dress codes contain make experiences difficult for parents of schoolchildren, and well as students themselves. The rules are impossibly specific. “Skirts and shorts must be no shorter than 2 inches above the knee” is an incredibly precise policy that is completely unrealistic to measure. Most students don’t have the time to take a ruler to their shorts every morning. It is also inefficient and opens up a multitude of possibilities for students to be punished, which isn’t the aim of dress codes, supposedly.

Parents bear difficulties purchasing clothing for their children, and attire policies cause even more frustration for them. With dress code rules, parents cannot purchase merely any clothing for their children. They also must keep the dress codes in mind and speculate if it follows the policies or not.

In a study of children’s apparel choices, 41% of girls’ clothing in stores marketed towards “tweens”, such as Abercrombie & Fitch Kids, were considered sexual. The more specific the policies, the more irritating and difficult to follow they are for parents. This is time consuming for those who have errands to run, work to do, and a life to live.

The policies have many issues and inconsistencies that make it difficult for students to be positive that they are following the dress code. For example, “the final say in whether a student’s outfit is violating the dress code is subjective”, which is stated by 50% of U.S. schools.

For example, McLouth High School in Kansas, U.S.A. states “shorts and skirts must be as long, or longer than, the longest fingertip. Shorts and skirts that pass this test may still be deemed inappropriate. ” Policies like this make it virtually impossible for students to be completely sureif they are following the dress code, as the end ruling is a teacher or administrators’ opinion. No data or measurements, just a statement that worries students everywhere.

Dress codes are made to keep a professional environment and keep students clean and orderly. Students feel more comfortable in an appropriate environment. If a student was to wear revealing clothing to school, it could make others feel uncomfortable and unhappy. Dress codes prevent the discomfort of students and teachers. Without them, schools would run rampant with clothing enforcing offensive messages, exposing attire, and student displeasure.

Dress codes have the possibility of aiding a positive school reputation. By enforcing dress codes, schools limit the possibly offensive messages that could be delivered by students’ clothing. Schools could be known for having respectful students if they limit the negative messages spread by their pupils, through clothing, actions, or otherwise. Image is what is first seen of the students, and therefore the school, so it is important for the students to possess a clean image.

It is essentially “dressing for success”. Dressing well has the ability to positively affect the morals, attitudes, and work quality of students. Professional dress can lead to confidence. Individuals that are better dressed will often stand taller and project independence. A recent study has revealed that the participants dressed professionally were more likely to think outside of the box and produce creative ideas compared to their poorly dressed colleagues. By schools teaching students how important this is, they position them well for success.

Though dress codes are meant to keep a professional environment, their rules promote sexism and misogyny, even going so far as to encourage rape. Clothing articles that are targeted towards females are often put through dress code policies constantly, much more so than those targeted towards males. 57% of dress code attire bans are towards clothing items marketed to females, such as skirts, leggings, and crop tops, compared to a mere 5% for boys(and 38% to all genders). This only instills the belief that females should be more controlled and have more rules in life than males.

Dress codes and the phrases told to girls to justify the policies often include vocabulary that is demoralizing and blames girls for their actions. The most common words used for dress code policy explanations include “disrupt”, “distract”, “appropriate”, “safe”, “health”, “modest”, and “respect”. Of these words, 76% of dress code policies include the phrase “disrupt” or “distract”, making these two the most common words used to validate the rules.

Often times, they’re used for the 57% of banned clothing marketed towards girls. The use of this vocabulary makes it seem as though a girl should be ashamed of her body, and that female bodies are merely items for males to view and be distracted by. It is unacceptable for these masked discriminations and double standards to slip through the cracks of what is seen as a strong and fair system.

Revealing clothing is frequently banned in school dress codes, however in doing so, it often ends up sexualizing young children, especially girls. Many young girls have their first experience of being shamed for their clothing through school dress codes and at very young ages. It is not appropriate or legal at all for 10 year old girls having to change out of shorts or tank tops because they could be “distracting” to male classmates or, worse, male teachers that are much older than them.

Sexualizing young girls and conditioning others and themselves to believe that they need to change to fit societal views is what guilts women who are victims of sexual harassment and assault, though they should never be held accountable for something of that matter.

Dress codes prepare students for the real world. Many workplaces have dress codes, and having them at schools as well helps students practice this. It teaches students to consider their dress choices in a practical, real sense. Fashion is something that many teenagers are absorbed with, however often in a more shallow sense.

By teaching the need to think broader than just how stylish their clothes are, schools instill this mindset of making pragmatic choices in their students. Schools must always aim to act as a good model for reality, which ensures the future success of their students.

There are often punishments for failure to follow the rules in workplaces. This certainly includes dress codes. For example, if an employee wears ripped jeans to a business-casual office job, they will be “dress coded” by their manager. Further failure to obey rules may even lead to their dismissal.

This is precisely how school dress codes work as well. Failing to follow the dress code would lead to the student being “dress coded” by a teacher or administrator and the punishment could eventually lead up to suspension or expulsion from school. Showing students that there are actual consequences for their decisions teaches them the importance of diligently obeying the rules.

It helps students practice professionalism and how to dress well. How students dress is most other’s first impression, and cleanly dressed individuals give a good impression. It proposes the idea that they are professional and intelligent, while dressing carelessly makes students seem just that- careless.

Clothing with holes and tears, as well as clothing that exposes the midriff are often seen as lazy and unprofessional by employers. By inputting bans on these articles, schools are actively preparing students for a future position in which there is a dress code to be followed.

In their journey to ensure the comfort of everyone at the school, dress codes are often discriminatory and downright offensive to certain groups. African-American students are more likely to be dress coded than any other racial group, especially caucasian peers. Many schools in North America have rules which prohibit natural African-American hair, which is inappropriate and discriminatory towards their culture.

However, there are no rules against any other ethnicity of hair. Studies have shown that girls of colour are much more likely to have their outfits deemed “provocative” and “unladylike” compared to caucasian peers, even when both groups are violating the dress code.

Dress codes often discriminate against people of larger body proportions. Kelsey Anderson, a Missouri teen, wore a long sleeved blouse and long jeans to school one day. She was dress coded. The teacher that dealt with the punishment stated that the reason the teen was dress coded was that “plus size women need to dress accordingly” and that “bustier women need to wear clothing that covers their cleavage”. In other words, she was specifically harassed because she was not considered thin.

Reports show that curvy and busty girls are more likely to be policed for their outfits than thinner and less busty classmates. This blatantly reveals the discrimination towards larger women, and how much harder it is for plus sized women to dress while still obeying the objectivity of dress codes. Many religious practices are disregarded from school dress codes. Muslim women are often penalized for wearing hijabs, which is an important aspect of their beliefs.

Unfortunately, this discrimination follows them outside of the classroom. It affects them in school athletic events as well. Noor Abukuram is an Ohio high schooler, who, in October of 2019, was disqualified from a cross country event in her region. She was sporting a hijab, and though it was formulated especially for athletes, she was eliminated from the event for violating the dress code, after finishing the race. This showcases dress code discrimination against religious wear, despite the fact that it is not offensive or harmful to anyone.

As the bell rings, signifying the start of class, students begin separating from their groups and entering various classrooms. It may seem like an average day, but some students will be dress coded. Some students will have to face embarrassment or suspensions because of it. And a select few may revolt and cause changes in the school dress policies for schools across their board.

Though dress codes have the potential to improve the school climate and student’s school experiences, they often fail to meet these goals. Dress codes place a controlling finger on the student body and causes student frustration. They become fearful of what may happen to them even if they are attempting to follow school dress codes, as failure to follow dress codes can lead to embarrassment at best and expulsion at worst.

This makes their school preparations difficult and more worrisome than they need to be. Dress codes do have a positive aim, which is to keep a professional school climate. Professionalism is important, however, though many schools house professional students, they are also raising ones with sexist mindsets. Dress codes prepare students for reality and their futures. Often, workplaces will have professional dress codes.

Consequences for refusing to follow these policies can even lead to being dismissed from a position. Schools having these same rules ensures that students are aware of the severity of the punishments and how important it is to follow the rules. These same rules that can prepare students so well for reality and their own futures are also largely detrimental to certain groups of students, like students of colour, plus sized students, and religious students.

Dress codes have a variety of pros and cons and it is still controversial on whether the pros outweigh the cons or vice versa. However, reality is that dress codes may not be entirely abolished for some time, and that is something that may have to be dealt with on both sides.

Works Cited

Almasy, Steve, and Natalie Johnson. “Texas Parents Sue School Officials They Say Used Sharpie to Cover Son’s New Haircut.” CNN , Cable News Network, 21 Aug. 2019, 17 Feb. 2020, www.cnn.com/2019/08/20/us/texas-haircut-sharpie-lawsuit/index.html.

Green, Dennis. “It turns out that dressing well can actually make you more successful.” Business Insider, Business Insider, 5 Aug. 2017, 21 Feb. 2020,https://www.businessinsider.com/dressing-for-success-actually-works-2017-7

Heller, Susanna. “A Teen Was Reportedly Told She Violated Her High School’s Dress Code by Being ‘Busty’ – Now She’s Seeking Legal Action.” Insider , Insider, 13 Sept. 2017, 17 Feb. 2020, www.insider.com/teen-called-busty-plus-size-dress-code2017-9.

“Muslim Teen Athlete Disqualified in Ohio Race over Hijab.” BBC News , BBC, 25 Oct. 2019, 17 Feb. 2020, www.bbc.com/news/world-us-canada-50186728.

Showalter, Sandi Kelly. “The Importance of Dressing Professionally.” Career Trend, Career

Trend, 3 Sept. 2019, 21 Feb. 2020, https://careertrend.com/facts-5136548-importance-dressing-professionally.html

“The Sexualized Messages Dress Codes Are Sending to Students.” The Pudding , n.d, 17 Feb.

2020, www.pudding.cool/2019/02/dress-code-sexualization/.

Related Posts

• Essay: The Drawbacks of Single Gender Schools
• Methods of Data Collection in Psychology: Pros & Cons
• Dualism Arguments: Pros & Cons
• Should College Athletes be Paid: Pros & Cons
• Pros and Cons of Hydro electric & Wind energy

I really love the wording and points that you made!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Post comment

Essay on Dress Code

Students are often asked to write an essay on Dress Code in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Dress Code

What is a dress code.

A dress code is a set of rules about what you can wear. Schools, offices, and clubs often have dress codes. They help people look neat and proper for different places. For example, your school might ask you to wear certain colors or types of clothes.

Why Dress Codes Matter

Dress codes are important because they create a sense of unity. When everyone wears similar clothes, it can make people feel like they belong to a group. In jobs, it helps customers know who to ask for help.

Pros and Cons

Having a dress code means everyone knows what to wear without thinking too much. But, some people feel dress codes limit their freedom to express themselves through their clothes.

Dress Code Tips

When you follow a dress code, make sure your clothes are clean and fit well. If you’re not sure what to wear, ask a teacher or a friend. Always try to look your best within the rules.

250 Words Essay on Dress Code

Types of dress codes.

There are many types of dress codes. For example, in school, you might have to wear a uniform. This is a special set of clothes that all students wear. At a party, there might be a fancy dress code, which means you need to wear your best clothes. In offices, the dress code is often formal, which means suits for men and dresses or suits for women.

Dress codes are important because they help people know what is okay to wear. They can make sure that no one’s clothes cause a problem or distract others. In school, a dress code can help students focus on learning instead of what everyone is wearing.

Dress codes have good and bad sides. A good side is that they can make everyone feel equal. A bad side is that sometimes people feel they can’t express themselves with their clothes. It’s important to find a balance so that people can feel comfortable and still follow the rules.

Dress codes are about wearing the right clothes for the right place. They help keep things fair and respectful. It’s good to follow the dress code, but it’s also important to feel good in what you wear.

500 Words Essay on Dress Code

A dress code is a set of rules about what clothes people can wear. Schools, offices, and different events often have dress codes to make sure everyone looks proper and respects the place or event they are at. For example, your school might ask you to wear certain colors or types of clothes so that all students look alike and no one feels left out because of what they wear.

Why Do We Have Dress Codes?

There are many kinds of dress codes. Some are very strict, like a uniform that all students must wear. Others are more relaxed, just asking people to wear smart clothes or avoid certain items like flip-flops or hats. At formal events, you might have to wear a suit or a dress. Each dress code is made to fit the place or event it is for.

Pros of Dress Codes

There are good things about having a dress code. It can make choosing what to wear easier because you know what is expected. It can also make everyone feel like they belong to a group, like their school or company. Dress codes can also teach us about respect and how to dress appropriately for different situations.

Cons of Dress Codes

Following dress codes.

When there is a dress code, it’s important to follow it. If you’re not sure what you can or can’t wear, it’s a good idea to ask a teacher or someone in charge. They can explain the rules to you. Remember, dress codes are not there to make life hard but to make sure everyone is dressed right for the place or event.

Dress codes are all around us and they play a big role in how we dress for different places and events. They have good points, like making everyone feel equal and looking proper, but they can also have downsides if people feel they can’t be themselves. It’s important to understand why dress codes exist and to follow them while also thinking about how they affect everyone. Whether you’re going to school, work, or a special event, knowing about the dress code can help you fit in and feel comfortable.

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply