Virginia Tech
    • Log in
    View Item 
    •   VTechWorks Home
    • ETDs: Virginia Tech Electronic Theses and Dissertations
    • Doctoral Dissertations
    • View Item
    •   VTechWorks Home
    • ETDs: Virginia Tech Electronic Theses and Dissertations
    • Doctoral Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem

    Thumbnail
    View/Open
    COVER.PDF (2.691Kb)
    Downloads: 180
    ACKNOWLEDGEMENTS.PDF (4.187Kb)
    Downloads: 46
    TABLEOFCONTENTS.PDF (16.92Kb)
    Downloads: 79
    CHAPTER1.PDF (16.24Kb)
    Downloads: 3615
    CHAPTER2.PDF (72.14Kb)
    Downloads: 31300
    CHAPTER3.PDF (28.10Kb)
    Downloads: 4680
    CHAPTER4.PDF (125.1Kb)
    Downloads: 108
    CHAPTER5.PDF (31.12Kb)
    Downloads: 3454
    REFERENCES.PDF (26.39Kb)
    Downloads: 203
    APPENDIX.PDF (229.6Kb)
    Downloads: 177
    HRABSTRACT.PDF (4.102Kb)
    Downloads: 56
    HRVITA.PDF (5.712Kb)
    Downloads: 26
    Date
    1998-03-16
    Author
    Hoffler-Riddick, Pamela Y.
    Metadata
    Show full item record
    Abstract
    The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year.
    URI
    http://hdl.handle.net/10919/30442
    Collections
    • Doctoral Dissertations [14971]

    If you believe that any material in VTechWorks should be removed, please see our policy and procedure for Requesting that Material be Amended or Removed. All takedown requests will be promptly acknowledged and investigated.

    Virginia Tech | University Libraries | Contact Us
     

     

    VTechWorks

    AboutPoliciesHelp

    Browse

    All of VTechWorksCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Log inRegister

    Statistics

    View Usage Statistics

    If you believe that any material in VTechWorks should be removed, please see our policy and procedure for Requesting that Material be Amended or Removed. All takedown requests will be promptly acknowledged and investigated.

    Virginia Tech | University Libraries | Contact Us