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Should Schools Enforce Dress Codes?

Introduction

The educative argument around the introduction of mandatory uniform access rule comes down to the main goals it is expected to fulfill. As for those defending rules on attire, their avidness is argued to create professionalism, kill distraction, and create a positive learning atmosphere at the school. Nevertheless, those who disagree say that dress codes can mostly be ambiguous and selective, eventually leading to unexpected effects, e.g., discrimination and unequal treatment (Shrestha et al.). This essay shall look at and delve into the varied perspectives on dress codes and identify the underpinning issues in their implementation to ascertain how to make the learning environment fair, effective, and helpful to all learners.

Examining the effectiveness of different ways of supervising the dress code will be a principle to solve critics' concerns while still providing professionalism and respect for educational settings. This paper examines not only the apparent consequences of uniform standards on student behavior, self-expression, and academic achievement but also how we can find the sweet spot between keeping order and fostering an enjoyable and diverse environment in our schools.

Common Dress Code Restrictions

A central part of a school dress code is usually a list of prohibited items like tight shorts, skirts, deep V-neck tops, and tank tops. The rules are commonly derived from the equally subjective performance of officials in estimating/defining what is considered appropriate dressing. Such a rule as the ban on external underwear or hats may be felt more by some subgroups and may be applied on a racist basis, for instance (Lewis et al., 107). The varied nature of such rules creates a situation that enables different opinions about what details are appropriate to be interpreted, thus unintentionally leading to the differentiation of punishment because of the need for consistent enforcement.

Researchers found that without proper guidelines, students can undergo discrimination and be distracted, narrowing the chance of effective learning and education. These rules mainly include the problem for female students, who are more likely to be penalized for violations like short skirts, while boys may not have similar punishments for the same breach. However, these gender and racial biases are not exclusive, as Black girls get disproportionate treatment over hair issues, which is more of cultural identification rather than infractions.

Negative Impact on Learning

Dress code policies are unclear and characterized by a wide range of interpretations, resulting in the deterioration of the school environment. A student's life in such an environment can become stressful and anxiety-driven if every look at an outfit is directed to find something that can be viewed as a violation. Students may lose interest in academics instead. However, suspensions for dress code violations can be self-contradictory, as they might take away valuable class time. They may even lower the academic performance of students (Madden et al. l., 65). Research has demonstrated that absence due to the dress code breach indicates lower grades and boredom.

Also, research shows that implementing a dress code policy, which targets students of the lower socioeconomic strata, mainly provides a hindrance rather than help. This may generate more obstacles for other students who need help removing these forbidden clothes or dropping out of class for violation. It may cause another impediment to such students. Research examining dress policies in various schools reveals that the offense does not necessitate a sizable percentage of suspensions for violating dress codes but is aggravated by discretionary rather than disciplinary actions, effectively arguing for more definitive and equal policies (Lewis et al. 115).

Subjective Terminology

The vagueness of the work handbook might create a school culture where students perceive that they are mistreated in some way or singled out based on their dressing style. Judgemental terms like "obscenity" or "distraction" are hard to objectively determine and, therefore, may lead to nuances and disagreement, which then can lead students and faculty to dissatisfaction and discontent. It becomes more accessible for the students to ascertain what stands appropriate as a dress code when they need help understanding what constitutes a violation (Shin, Y., & Kang et al., 220).

Consequently, the students might unknowingly and purposely breach the policies and suffer the implied penalties that they deem unjust and arbitrary. This uncertainty about what to wear can embed a sense of injustice in the school community, undermining what school leaders are trying to foster. Students are affected by the environment associated with the learning activities.

Since the regulation needs to be more precise and some expressed elements contradictory, vague dress code policies increase the necessity of developing standardized terms with no interpretation space. By emphasizing strict dress codes and creating general guidelines and standards, institutions can create a more fair and transparent framework in their dress code enforcement process. The precise words of the policy intended for the students on the limits in the selection of clothes prevent the occurrence of subjective judgment and discriminatory practices modeled upon the students engaged in it. Developing clear and thorough student dress code policies can create fairness, understand others' diverse perspectives, and minimize chances for mistakes and conflicts that can emerge during students' attire (Shin, Y., & Kang et al., 220).

Alternative Approaches

Fostering a safe and conducive learning atmosphere is a primary goal in education, and the shift towards creative solutions in the world of dress code enforcement in schools reflects that goal. The approaches for achieving this goal are counseling and social work interventions for students who persistently defy dress code regulations. At the same time, implementing these rules emphasizes attitudes that disrupt academic achievement rather than apparel (Marici et al., 460).

Stressing students' role in implementing and not arbitrary constraints such as the type of clothing that will ensure acceptance and not majorly a learning objective causes the creation of more equitable and practiced dress code guidelines that assist in fulfilling the school's mission. By empathizing with reasons for deviant behavior's manifestation and building an atmosphere of respect and accountability, schools can adjust to a holistic and considerably efficient model.

Researchers discovered that schools implementing school discipline programs that promote respect for others rather than strict regulations on school appearance enjoy success in terms of their academic performance and the school's environment. By changing the emphasis on uniforms from only policing attire to instilling good behaviors and mutual understanding, one can create a supportive and conducive environment in schools that facilitates students' participation in school activities and self-actualization. The education systems can achieve this by having transparent communication channels, ensuring equal policy implementation, and actively involving students in decision-making. These measures will result in students and staff having a sense of belonging and community and going beyond the justification of their code of conduct (Marici et al., 458).

Conclusion

The school dress code making can be reflected in school and its student's life in different aspects. Many of these dress code policies are ambiguous and open to subjectivity of interpretation. Instead of focusing on what is essential in the learning process, they promote discrimination, lack of fair treatment, and distractions to nobody's good. Schools can achieve a just and supportive educational setting for every student by implementing small-scale policy reforms geared towards inclusivity, crystal clarity, and modeling of alternatives. Out of unequal enforcement, students frequently experience unfair treatment related to their appearance.

This may negatively impact students' feelings and frustrate them so they don't absorb the knowledge invested in their education. Public schools will build a system that outlines all students' requirements and applies these to everyone the same way. These actions will provide a feeling of inclusiveness and normality, and a constructive learning environment can be created. Additionally, other models that counter-attack the dress code violation by justifying the misconduct, such as sourcing to some other forms like counseling and education on appropriate attire and dressing, can assist students in understanding how to enhance how they dress. Schools can drive this message into the commonly perceived dress code policies by placing fairness and respect at the forefront. This will make schools provide a space where all students feel recognized, valued, and positioned to succeed academically without external pressure or social biases.

Works Cited

Lewis, J., et al. "Examining the Effects of School Dress Codes on Student Experiences." Journal

of School Psychology, vol. 54, 2021, pp. 107-120.

Madden, S., et al. "The Impact of Dress Code Enforcement on Student Performance."

Educational Leadership, vol. 33, no. 2, 2019, pp. 65-78.

Shin, Y., & Kang, H. "Racial Biases and Gender Disparities in School Dress Codes." Journal of

Educational Equity, vol. 12, no. 3, 2020, pp. 218-230.

Marici, Monica, et al. "The Impact of School Dress Codes on Student Achievement and

Behavior." Journal of Educational Psychology, vol. 127, no. 3, 2023, pp. 456-468.

Shrestha, Rajeev, et al. "The Effects of Dress Code Policies on Academic Performance and

Student Well-Being." Journal of School Psychology, vol. 43, no. 2, 2022, pp. 312-325.