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dc.contributor.authorHoffler-Riddick, Pamela Y.en_US
dc.date.accessioned2014-03-14T20:21:44Z
dc.date.available2014-03-14T20:21:44Z
dc.date.issued1998-03-16en_US
dc.identifier.otheretd-32498-123423en_US
dc.identifier.urihttp://hdl.handle.net/10919/30442
dc.description.abstractThe 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.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartCOVER.PDFen_US
dc.relation.haspartACKNOWLEDGEMENTS.PDFen_US
dc.relation.haspartTABLEOFCONTENTS.PDFen_US
dc.relation.haspartCHAPTER1.PDFen_US
dc.relation.haspartCHAPTER2.PDFen_US
dc.relation.haspartCHAPTER3.PDFen_US
dc.relation.haspartCHAPTER4.PDFen_US
dc.relation.haspartCHAPTER5.PDFen_US
dc.relation.haspartREFERENCES.PDFen_US
dc.relation.haspartAPPENDIX.PDFen_US
dc.relation.haspartHRABSTRACT.PDFen_US
dc.relation.haspartHRVITA.PDFen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectuniformsen_US
dc.subjectattendanceen_US
dc.subjectdisciplineen_US
dc.subjectself-esteemen_US
dc.subjectgradesen_US
dc.titleThe Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteemen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairParks, David J.en_US
dc.contributor.committeememberCoward-Reid, Fracineen_US
dc.contributor.committeememberRichards, Robert R.en_US
dc.contributor.committeememberYakimowski-Srebnick, Mary E.en_US
dc.contributor.committeememberEarthman, Glen I.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-32498-123423/en_US
dc.date.sdate1998-03-16en_US
dc.date.rdate1999-04-29
dc.date.adate1998-04-29en_US


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