In this thesis, I investigated the effects that enforced uniform policies have on students. How does having to wear a school uniform affect students' experiences, behavior, and overall feelings about being in school? How might students alter their uniforms to add personal style? I became interested in this topic after my experiences with student teaching in two Chicago Public Schools that require all students to wear a uniform. As someone who has never had to wear a school uniform, I found myself wondering how the students felt about them. If students had the option, would they alter or eradicate their school's uniform policy and dress codes? How do students' experiences, behaviors, and overall feelings about being in school change when allowed to ""dress down""? What does wearing a uniform mean to various groups - groups such as students, parents, those who come from low or high income families, etc.? These questions drove my research and served as inspiration for the curriculum project that I planned to teach during my apprentice teaching. During ""dress down"" days - when students can dress as they wish while conforming to the school's dress code - it appeared that students were happier, more comfortable. This change in behavior could be attributed to other reasons not involving their uniforms, since dress down days did typically occur on Fridays, however they did seem to be more motivated in the classroom without the surveillance and policing they invoked while in uniform. Security guards relaxed as well, reinforcing the atmosphere of ease throughout the school. I felt closer to my students as each Friday passed because they expressed their styles, personalities, and interests through their clothes. The goal for my curriculum project, YOUniform Crests, is for students to investigate the definition of uniform. After discussing the historical contexts of uniforms and analyzing their school's policies, students design a uniform crest, similar to the school crest or logo currently displayed on their shirts. The purpose of this project is to allow students to express themselves through the reimagining of their uniform crests. In a restrictive dress code environment, my project provides students more opportunities to make art about themselves. By giving students opportunities to create unique connections to their artwork, students will be free to express themselves in a material space in which they had lacked opportunities for self-expression.

A law professor and cultural critic offers an eye-opening exploration of the laws of fashion throughout history, from the middle ages to the present day, examining the canons, mores and customs of clothing rules that we often take for granted

"Drawn from academic studies, hundreds of interviews with fashion designers, and years of covering the industry from the inside, Toby Fischer-Mirkin's insightful analyses of the ins and outs of dressing will help you perfect a more timeless sense of dress - or cultivate an entirely new image." "She asserts that the key to the powerful use of clothing begins with understanding the numerous complex and fundamental motives that influence the way we dress and how personal style reflects our sense of self. She explores the distinct symbolism of clothing - how stiff, constructed collars in business signify seriousness, reliability, and strength, while loose, unconstructed collars convey a more easygoing attitude. She interprets fashion fads and trends such as the androgynous look and status symbols. And with great attention to detail, Fischer-Mirkin examines the psychological implications of clothes and accessories, from shoes to hats. She also offers situation-specific best choices for job interviews and social occasions."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Dress codes' are authored and, further frequently, nuncupative commands with heed to apparel. Clothing like different facets of mortal material emergence has a communal importance, with dissimilar commands and suppositions being reasonable relying on destiny and event. Even inside a sole day an single might require to steer amid 2 either further attire ciphers, at a minimal those are these that appertain at their place of work and these at home, normally this capacity is a effect of social acclimation. Different civilizations and societies must have dissimilar attire standards though Western methods are normally received as reasonable. There has never been a Dress Code Guide like this. It contains 165 answers, much more than you can imagine; comprehensive answers and extensive details and references, with insights that have never before been offered in print. Get the information you need--fast! This all-embracing guide offers a thorough view of key knowledge and detailed insight. This Guide introduces what you want to know about Dress Code. A quick look inside of some of the subjects covered: Bindi (decoration) - Religious significance, Sharia - Topics of Islamic law, International standard business attire, Communitarianism - Comparison to other political philosophies, Black tie, Court dress - Pakistan, Garment - Western dress code, Bow tie - Current, Trainer socks - Styles, Chador - The History of Iranian women's clothing, Dress shoe, Social aspects of clothing - Private dress codes, Modesty - Body modesty, African-American Civil Rights Movement (1955-1968) - Black power, 1966, White tie - Variations, Toplessness - Social attitudes, Glasgow Caledonian University - Graduation, Issues in social nudity - Spontaneous erections, Culture gap - Modern era, Morning dress, Dress code - Gender, School uniform - Efficacy, Harrods - Dress code, Brassiere - Bralessness, Bruno (2000 film), Top hat - History, Brigham Young University, and much more...

Most schools have at least some form of a dress code. However, some people believe dress codes are restrictive and unnecessary. Is one approach better than the other? Readers are immersed in the debate surrounding school dress codes through the use of informative text that presents multiple points of view. Eye-catching fact boxes, detailed graphic organizers, and full-color photographs enhance this engaging reading experience. Readers are encouraged to keep an open mind and develop an informed opinion as they explore the many sides of an issue that directly affects them.

Sociologists have long been curious about the ways in which city dwellers negotiate urban public space. How do they manage myriad interactions in the shared spaces of the city? In Urban Nightlife, sociologist Reuben May undertakes a nuanced examination of urban nightlife, drawing on ethnographic data gathered in a Deep South college town to explore the question of how nighttime revelers negotiate urban public spaces as they go about meeting, socializing, and entertaining themselves. May’s work reveals how diverse partiers define these spaces, in particular the ongoing social conflict on the streets, in bars and nightclubs, and in the various public spaces of downtown. To explore this conflict, May develops the concept of “integrated segregation”—the idea that diverse groups are physically close to one another yet rarely have meaningful interactions—rather, they are socially bound to those of similar race, class, and cultural backgrounds. May’s in-depth research leads him to conclude that social tension is stubbornly persistent in part because many participants fail to make the connection between contemporary relations among different groups and the historical and institutional forces that perpetuate those very tensions; structural racism remains obscured by a superficial appearance of racial harmony. Through May’s observations, Urban Nightlife clarifies the complexities of race, class, and culture in contemporary America, illustrating the direct influence of local government and nightclub management decision-making on interpersonal interaction among groups. Watch a video with Reuben A. Buford May: Watch video now. (http://www.youtube.com/watch?v=VCs1xExStPw).