2002 - Volume 25, Number 1
Editor, David L. Hough, Missouri State University

School Uniforms: Policies and Procedures

Catherine Stockton Louisiana Tech University Ruston, Louisiana David E. Gullatt Louisiana Tech University Ruston, Louisiana D. Randall Parke Louisiana Tech University Ruston, Louisiana

Complete Article

Abstract

This research summary addresses both student and teacher perceptions about the importance, value, and level of implementation of school uniform use in the Bossier Parish School District in Louisiana. Summative data are also used to investigate the relationship of uniform use with evidence of both improved student academic gain and school learning climate. Participants in the study included 1,680 students and 285 teachers in the above north Louisiana public school district composed of 16,000 students and 1,250 teachers.

Nine schools were selected for data gathering purposes representing all segments of the population of students and teachers. Schools selected for this study had the same principal as the year prior and identified no significant changes in school policy affecting discipline or attendance since the previous year. The only difference in the school was the fact that school uniforms were mandated for all students in the present year as opposed to the previous year.

A perception questionnaire was utilized to collect data from stratified random samples of students and all teachers in the above schools. Data were analyzed using descriptive statistics, paired t-tests, and ANOVA with Scheffé Post Hoc analysis. Data indicated that the perceived importance of school uniforms varied significantly between the types of schools (elementary, middle, and secondary schools).

The perceived implementation of school uniforms varied significantly between types of schools. Students perceived the level of implementation to be greater for elementary and middle schools than they did for secondary schools. Student achievement improved at the middle and secondary schools and attendance improved at the secondary schools.

ISSN 1084-8959