Does Attire Influence the School

System?

Laurel Wenzel
Dr. Kiehl
Mentor: Mr. William Weeks
Intern/Mentor
February 29, 2016

What a strange power there is in clothing said Isaac Bashevis Singer, an author and
nobel Prize winner. Singer has recognized a circumstance that many overlook, or simply ignore.
Clothing is a part of everyday life and some fail to see the effects of this. Especially in the
classroom, both teachers and students are victims of blindness to the fact that clothing has a
significant influence on the learning environment. The paper will propose a need to teach
students the importance of professional attire in the workforce so they can be college and career
ready by using attire as an effective tool, as this aspect is often overlooked. Uniforms and dress
codes of both teachers and students will be evaluated based on its effects in the classroom. The

most effective way to use attire in the classroom as it pertains to both student and teacher will be
outlined, and defined as well. This paper will explain the behavioral, environmental, and
academic outcomes of professional attire in the classroom. Attire can affect all these variables.
However, this paper will show how this relationship is important in the school system. Student
and teacher attire can impact classroom behavior and academic outcomes as well as create a
correlation in the learning environment according to the degree of professional attire.
Clothing has been a tool for thousands of years to differentiate groups of people. This
idea has evolved into many different eras of dress and numerous examples of symbols and
identity, as well as conformity. Fashion has been a part of human culture since human existence
and therefore has affected the way we view others by appearance based on ideals and traditions
that have been passed down through generations. Only in the 20th century did people start
researching these effects of appearance on behavior and perception with the birth and acceptance
of modern social psychology. Phil Zimbardo, a psychologist of the 20th century, study showed
how a uniform can change an attitude a person gives off and how other behavior around them is
affected, though the stanford prison study (Haney, Zimbardo, & Banks, 1973). In the study, each
subject was issued a uniform according to the symbolic meaning of the garment and the intended
behavior. Guards were given Khakis and a nightstick to symbolize power which resulted in these
individuals acting more militant (Haney, Zimbardo, & Banks, 1973). This effect is described as
enclothed cognition, first tested by the labcoat study. The lab coat study proved this by giving
two groups of students the same lab coat. One group was told the coat was an artist smock and
the other a lab coat. The group that perceived the coat as a lab coat did significantly better on
cognitives test then the group wearing the smok. This study found how the symbolic meaning of
clothing affects the way one acts when wearing the garment.
However, people in recent times have become adapt to an increasingly casual wardrobe.
This is due in part to the appeal of casual fridays, first introduced by the Hawaiians in the early
sixties (Marks, 2015). Fashions change with changing social ideals which can have a major
influence on behaviors in the workplace and especially in the school system. With changes in
expectations of teacher and student attire, there can be changes in the classroom environment,
behavior, and academics as well. Teachers have always been expected to dress in a way that
shows their authority however recent studies have challenged this necessity. Student attire is also

a controversial topic even in present day. The roots of this debate in the US can be seen in the
early sixties when stricter rules started to reflected the cultural trends on the cusp of 60s
counterculture revolution. (Spivack, 2012). Teachers and students began to acquire a more
relaxed standard for attire during this time and the school system tried to keep up by establishing
specific requirements through dress codes that have survived through today's culture. However,
in the later half of the sixties, there arose a question of freedom of speech as famously tested by
the Tinker Vs. Des Moines case in 1969. young man wanted to protest the war in vietnam and
was suspended for wearing a symbolic arm band. The case was brought the the supreme court
and ruled that suspension was acceptable if the garment disrupted the school environment
(Rappaport, 2012). Even in more recent years, it can be hard to create the most effective uniform
and dress code policy because of the lack of research provided for the pros and cons of this issue.
The importance of clothing affects behavioral, environmental, and academic outcomes.
Attire has been proven to be an influence on perception of success, and behavior of the
individual and those around them. It is important to understand the behavioral effects of clothing
so that it can be used effectively as a tool in the classroom. While clothing isn't the only factor to
consider, it can be very important to creating either an efficient or detrimental environment, as
well as promote ideal behaviors and academic outcomes in the classroom.
The effects that clothing have on behavior can be described as personal mood, perceived
mood, as well as collective and consequential behavior. Internal mood and perceived mood of an
individual can affect one's own behavior by the clothes they wear based on how they feel, this
can affect a student's performance in the classroom. The lab coat study proves the phenomenon
that wardrobe can be a reflection of a pre-existing mood but it can also create a mood within
yourself and toward others. (Beeren, 2012). This is called enclothed cognition. One study that
also proves this phenomenon is the Stanford Prison Study. If teachers dress a certain way, they
assume a certain attitude. If khakis correspond with a militant attitude, a blazer can symbolize
and create a professional attitude. Enclothed cognition assumes behaviors based on symbolic
meaning (Van Stockum & DeCaro, 2014). The behavior in the classroom is a direct correlation to
what the teachers and the students wear because it affects their mood.
The students as well as teachers attire equally affect the behavior in the classroom
environment. The quality of a lesson and the effectiveness of the lesson can be compromised
2

considering the behavior exhibited from a day to day basis with attire being a factor to consider.
In the Tinker Vs Des Moines case of freedom of speech on December 17th John (Tinker), wore
a tie, a white shirt and a jacket to school. He didn't usually dress this formally for school but he
didn't want to be criticized for being poorly dressed that day. The war was a serious matter for
him and he wanted to be taken seriously. (Rappaport, 2012). This is an example of how one
students attire affected his mood during the school day. This is the same idea behind dress for
success programs in the school system. For the individual student, dressing for success can
bring maturity, motivation and self respect. The dress for success program at Mayfield
Intermediate School makes some students feel more mature and more motivated (VOA News,
2012). Seventy percent of middle school students agreed that they felt more confident in
professional attire (Wenzel 2015). Although some argue that school uniforms are implemented
for this reason, there is no profound effect on behavior over schools that simply have dress
codes. (Office of Educational Research, 2002). The reason dress for success programs work in
schools with dress codes is because they are a break in consistency. The students in the dress for
success program wear professional attire as a treat. The behavior created during the professional
day, is, therefore comparable to a casual day at school. Attire can give students and teachers the
confidence and focus they need to complete their work in an appropriate, serious, and efficient
manner.
Attire affects the individual's readiness to learn. Because attire is their own outward
presentation of their mood, it can be important in creating the mood and behavior of the
classroom as a whole. Collective behavior and consequential behavior can be an effect of attire
of both students and teachers in the classroom. Student attire such as school uniforms and team
uniforms create a sense of belonging and identity (Macklin, n.d.). Also, school events like Spirit
weeks can affect the behavior of the students and teachers collectively. Many teachers have
admitted that the students are less likely to be focused on their academic priorities. William
Weeks, a middle school teacher, when asked about his students during spirit week, remarked
they all dress the same and they all act the same (Weeks 2015). Teacher attire can create an
collective behavior of those around them including the ability to gain respect. Dressing
professionally gives a teacher authority and their professional wardrobe empowers students.
(Moore 2014). Teachers are the ultimate role models of their classroom. They create the mood
and endorse the behavior of their students. Teachers can use their attire to reflect their
3

expectation for the classroom behavior. Teachers with a more professional attire are likely to
endorse a more serious behavior from their students while teachers with a more casual attire are
likely to see a more relaxed behavior from their students because of the message they are sending
from their attire.
In addition to behavior, clothing can affect the academic outcomes of the classroom. This
can be explained through enclothed cognition. Enclothed cognition proves that one's cognitive
abilities can increase or stay the same according to the symbolic meaning of the clothing as
explained by the lab coat study (Van Stockum & DeCaro, 2014). The students wearing lab coats
associated higher functioning behaviors to that garment and then performed the cognitive tests
accordingly. Students and teachers in the classroom, when wearing garments associated with
high performance such as a blazer, showed higher performance. All of the following evidence is
attributed to enclothed cognition, including improved problem solving skills and the ability to
pay better attention during the lab coat study (Drexler 2014) (Williams2 2013). Also, Students
are more likely to participate because their higher confidence levels. If someone looks good
they are more likely to speak in class (Tempra 2013). There is much evidence that states student
attire can affect their own academic outcomes especially when looking at schools with uniforms.
While uniforms may not establish a significant difference in behavior, they decrease violence and
improve academic outcomes. Schools that enforce school wide uniforms have greater attendance
rates, greater respect for teachers, improved discipline and fewer distractions. (Office of
Educational Research, 2002). Teacher attire also has a significant impact on the academic
outcomes of the classroom. Greater work ethic is shown in those who wear business attire in the
workplace increasing the teacher's performance outcomes. This allows for students to achieve
higher educational goals. Study results indicate that more professional levels of teaching
assistant dress are associated with higher student affective and cognitive learning (Roach 1989).
Students who see their teachers dress professionally are more likely to take their work more
seriously and often achieve high academic outcomes, whether that be participating or gaining
higher cognitive understanding.
It is clear that attire affects academic outcomes and behavior. However, looking at the big
picture, both of these factors can contribute significantly to the classroom environment. The
environment can be negatively and positively affected based on the degree of the professional

clothing and the consistency that the clothing is exhibited in the classroom. Spirit weeks and
dress for success programs are great examples of student attire affecting the classroom
environment. According to William Weeks, a middle school teacher, spirit weeks allow his
students to release their energy by planning activities and games that tie into the curriculum.
Keeping students in the classroom is not a good environment when they are dressed in goofy
attire (Weeks 2015). Lesson plans are often altered to accommodate the attire going to be worn
on spirit weeks. The students behaviors are altered thus the classroom environment must be
altered in order to maintain effective learning objectives. While spirit weeks have some negative
consequences to the environment, they also promote school unity and an accepting environment
from a social aspect. Dress for success days give a very positive impact on the classroom
environment as well. The dress for success program by Mayfield Intermediate Schools allows
for a more professional environment. All the students sit up a little straighter on Mondays and
are more focused (VOA News, 2012). The students will behave more seriously, collectively
and positively affecting the work ethic of the classroom as a whole.
The attire of the teachers reflect the professionalism of the classroom. A teacher that
wants to create and or reflect a relaxing environment can do so through a more casual wardrobe.
The same can be said for professional clothing of the staff creating a serious and focused
environment. Not only the teachers clothing but also the administration and all other staff affect
the environment of the school as a whole. Attire can reflect a casual or professional classroom
environment and the atmosphere begins with how the administration presents itself through their
attire (Coppola 2004). Outfits must fit the job. For example, PE teachers would not create a
physical environment if they were in suits. All participating members of the school system have
an ability to affect the environment positively through their attire by affecting the behavior of
both themselves and those around them as well as promoting favorable academic outcomes.
Because attire can be so important to the school system, affecting all the factors
discussed, an accurate assessment of what is to be worn by teachers and students is needed.
Teachers and the administrator's attire is the most important to evaluate because the staff creates
the desired environment and are the role models for the students. Many times, expectations of
teacher attire do not match the reality of what teachers find appropriate to wear in the classroom.
Dress codes can vary from country to country, state to state, and school to school. The nature of

the dress codes and expectations for teachers depends on the culture of the area. Generally, a
professional wardrobe is expected for teachers in the United States. New Hanover School Board
tightened teacher dress codes and made more clarifying examples as well as measurable
regulations. An employee's dress or appearance may not be so unusual, inappropriate or lacking
in cleanliness that it disrupts classroom or learning activities or the workplace environment
(DelaCourt 2015). For men, business casual is a very vague term and often isn't very casual at all
(Ingrahm 2015). Society's expectations of attire in the workplace is based on very little other
than cultural history. Some expectations are not professional at all but are rather casual.
Hawaiians have a more casual wardrobe than other parts of the U.S (Marks, 2015). On the
Hawaiian island of Oahu, where Aaron Paragoso teaches music, neat and casual clothes are the
norm. He wears a tie when sixth-graders graduate from his school, telling them: "I'm
congratulating you by dressing up in this manner. It shows that I'm very proud of you" (Cosgrove
2005). Because wearing a tie was not the norm for this teacher, it made a statement and became a
form of nonverbal communication, which is appropriate according to that school. Standards
change over the years as fashion trends change, and expectations meet reality.
Teachers dress in a wide range of casual to professional, often reflecting their
environments, personality, and what they are comfortable in. West Fargo, N.D., wears a tie each
day. It's a tradition he began years ago to stand out from his students (Cosgrove 2005). This
attire is what works for this particular teacher, regardless of the expectations. In the workplace,
12% of men meet the suit and tie standard and 6% of women wear formal clothing (Marks 2015).
This shows how people generally do not dress to the high standards and expectations written in
the dress codes and unwritten rules of their employers. One middle school teacher remarked, I
was scared to wear jeans in the first year of teaching because of the constant evaluation and fear
of what image I was giving. Mostly teachers stay moderate, in between too professional and too
casual (Weeks 2015). While dress codes have stressed a more professional attire, tight employee
dress codes can make the employees feel less trusted and often the expectations do not
accommodate the ideal attire and environment desired by those actively participating in the field.
These guidelines do not stop at the administrative level. Student attire can show
inconsistency in expectations and reality. There are many common themes of student dress
codes. Most dress codes, although very specific, rely on the principles for interpretation. (Office

of educational Research and Improvement 2002). Dress codes also usually have forms of
measurable guidelines (Felch 2014). This occurs so there are no questions when administering
appropriate punishment, while reflecting the time period in which they were made. The author of
dress codes and etiquette stated that when dress codes were first implement, the strict rules
reflected the cultural trends of the cusps of 60s counterculture revolution (Spivak 2012). The
question remains if these dress codes are still applicable to today's fashions and school
expectations.
Students must abide to the dress codes more strictly than administration because students
are not the ones interpreting the dress code. The dress codes are often not adaptable and not
accommodating to all body types. Depending on the adminstration, dress codes may be stricter
(Felch 2014). Many times, the expectations in the dress codes are not accommodating to the
reality of student attire especially when considering each individuals preferences.
Dress codes for both teachers and students may dictate their daily clothing arrangements.
However, many times these rules are not the most efficient. Even though there are certain
expectations for student and teacher attire, are these expectations appropriate and effective for
creating the most valuable learning experience?
The most effective way for teachers to dress is to be consistent, appropriate, and reflect
the intended environment. Consistency for teachers is important for creating a predictable
environment focused on the learning rather than the particular garment that day. Often times if a
teacher wears something out of the norm then the students will be distracted from the lesson and
want to bring closure to this change in atmosphere before moving on to the lesson. Clean pieces
that reflect the style of the individual, this way one can stand out and still look like they have
everything under control. (Williams 2013). The teacher dress codes must be flexible enough to
accommodate all financial situations, body types, etc. especially with the measurable codes.
(Felch 2014). This way teachers can show their own style while maintaining an appropriate
environment. Teachers attire may not cross the faded line when it comes to appropriate attire.
The dress codes are meant to outline appropriate attire. Clothing can distract or support student
learning and achievement. (Moore 2014). The attire of the teacher and administrator should also
reflect the intended environment. Each grade level has different ideals when it comes to
appropriate teacher attire. Elementary gave higher ratings to teachers in casual attire. Middle
7

school gave higher ratings to moderate attire and high schoolers gave higher ratings to
professional attire.( Us Department of Education Educational Resource Information Center
1992). Regardless of the grade however, some teachers feel more confident in relaxed attire,
while others feel more confident on professional attire. (Weeks 2015). The teacher must find the
right balance of professional and casual attire for their ideal classroom. Two extremes can create
a gap in the student teacher relationship. Attire is non verbal communications that shows
whether the teacher is approachable or unqualified.
The most effective way for students to dress is a very controversial and debated topic.
Starting with the Tinker Vs. Des Moines case in 1969. The freedom of speech case ruled that
there must not be a disruption to the learning environment (Rapaport 2012). This is one aspect
that is very important and often overlooked when creating the student dress codes. The
regulations must have a rational behind them in order to respect the rules. Cut and dry
guidelines are just not feasible (Felch 2014). Although the guidelines are mostly measurable and
specific, it is ultimately up to the administration to interpret the dress codes. (Office of
Educational Research, 2002). Once the dress codes have purpose and reason behind them, it is
important to have a punishment that fits the crime if these guidelines are not followed. These
steps can help administrators provide and enforce the most effective and respected dress codes so
their students are able to learn in a comfortable environment.
With the effects of attire, the expectations, reality, and the ideal attire of the school
system in mind, it is important to propose a need to teach students the importance of professional
attire in order for them to be college and career ready. On many occasions, students entering the
workforce are unsure of the expectations for professional attire as well as the reasons behind
these expectations. In middle and high school, there is little to no preparation for students to be
able to understand the importance of professional attire. There are some dress for success
programs that start in middle school such as Mayfield Intermediate School. However, these
programs are few and far between. College courses have more preparation geared to each
specific major. Aspiring teachers may be given a powerpoint presentation on professional attire
and constantly be evaluated throughout student teaching. However, many college students, when
mock interviewing, are unaware of the importance of attire (Weeks 2015). While there is more of
a focus on college dress for success programs, these types of actions are appropriate at all

levels of education. At the Bethune-Cookman University in Daytona Beach Business School,

students are required to dress for success every Tuesday and Wednesday (Tempra 2013). At the
same time, Mayfield Intermediate encourages 11-14 year old students to dress professionally
every Monday. This helps prepare for college and interviews in their future because they are
aware the effects their appearance has (VOA News). Whether the purpose be to prepare students
for the workforce and college or to give students a sense of confidence while promoting an
effective learning environment, it is important to encourage professional attire.
Attire has been proven to be an influence on perception of success, behavior of the
individual, behavior of those around them, the environment, and academic outcomes. It is
important to recognize the effects of clothing so that it can be used as a tool in the classroom and
beyond. Classroom attire can serve as an example for students learning how to prepare for
college and careers. Although it is important to recognize clothing isn't the only factor
contributing to classroom environment, and even success, it is a very important factor because
Clothing can be an incite, and a reflection of work ethic. Attire should be taught with more focus
in the school system because students need to have more preparation for the work force, while
teachers need to understand the effects their clothing has inorder to use clothing effectively. The
influence that clothes have can be felt around in every aspect of life and this should be more
widely understood.

References
Coppola, A. J., Scricca, D. B., & Connors, G. E. (2004). The five key components
to building EPC at your school. In Supportive aupervision: Becoming a teacher of
teachers (pp. 138-142).
Cosgrove-Mather, B. (2005, July 6). Teacher attire a touchy subject. CBS News. Retrieved from
http://www.cbsnews.com/news/teacher-attire-a-touchy-subject/2/
Drexler, P. (2014, July 25). Why it matters what we wear. Psychology Today. Retrieved from
https://www.psychologytoday.com/blog/our-gender-ourselves/201407/why-it-matters-wh
at-we-wear
Felch, C. (2014, May 28). At marriotts ridge, a lesson in appropriate clothing. The Baltimore
Sun. Retrieved from http://www.baltimoresun.com/news/maryland/howard
/lisbon-fulton/ph-ho-n-marriottsville-0529-20140521-story.html
Haney, C., Zimbardo, P. G., & Banks, C. (1973). Interpersonal dynamics in a simulated prison.
International Journal of Criminology and Penology, 69(97), 75-90. Retrieved from
http://www.researchgate.net/profile/Craig_Haney2/publication/232496133_Interpersonal
_dynamics_in_a_simulated_prison/links/0046352fb9c0631e12000000.pdf
Ingraham, Christopher. "I wore shorts to the office and nothing will ever be the
same."Washington Post 5 Aug. 2015. Science In Context. Web. 23 Sept. 2015
Maclin, W. R. (n.d.). School uniforms may fuel rivalries, psychologists say. The Baltimore Sun.
Retrieved from http://articles.baltimoresun.com/2000-06-07/news/0006070287_1_
wearing-a-uniform-psychologists-school-uniforms
Marks, G. (2015, September 6). The fallout from casual fridays. CBS News. Retrieved from
http://www.cbsnews.com/news/the-fallout-from-casual-fridays/
Moore, L. (2014). Quality #13: Proper attire [The 5 Levels and 29 Qualities of the HighTrust
Classroom]. In The high trust classroom (pp. 88-90). Routledge 2014.
Office of Educational Research and Improvement, School Dress Code and Uniform Policy,
200 (Or. 2002). Retrieved from http://files.eric.ed.gov/fulltext/ED471528.pdf
Paton, G. (2014, February 11). Ofsted launches new clampdown on scruffy teachers. The
Telegraph. Retrieved from http://www.telegraph.co.uk/education/educationnews/
10630792 /Ofsted-launches-new-clampdown-on-scruffy-teachers.html
Rappaport, D. (2012). Be the Judge, Be the Jury: Tinker vs. des moines (Illustrated ed.).
Retrieved from https://books.google.com/books?id=JifxAgAAQBAJ&dq
=tinker+vs+des+moines&lr=&source=gbs_navlinks_s
Roach, D. K. (1989). Analysis and results. Effects of Graduate Teaching Assistant Attire on
Student Leaming, Misbehaviors, and Ratings of Instruction, 135-139.
Spivack, E. (2012, October 15). Dress codes and etiquette, part 1: What not to wear to high
school in the 1960s. Retrieved December 9, 2015, from Smithsonian website:
http://www.smithsonianmag.com/arts-culture/dress-codes-and-etiquette-part-1-what-notto-wear-to-high-school-in-the-1960s-74464285/?no-ist
Tempera, J. (2013, May 29). Sweatpants, skirts, suits: Does what you wear to class make a
difference? USA Today. Retrieved from http://college.usatoday.com/2013/05/29/
sweatpants- skirts-suits-does-what-you-wear-to-class-make-a-difference/
Us Department of Education Educational Resource Information Center. (1992, June). The effect
of teacher dress on student perceptions (Publication No. 143) (P. A. Phillips & L. R.
Smith, Authors). Augusta, GA. Retrieved from http://files.eric.ed.gov/fulltext/ED
347151.pdf
10

Van Stockum, C. A., Jr, & DeCaro, M. S. (2014). Enclothed cognition and controlled attention
during insight problem-solving. Journal of Problem Solving, 7. Abstract retrieved from
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1164&context=jps
VOA News. (2012, December 10). Students dress for success in school and life
[Video file]. Retrieved from https://www.youtube.com/watch?v=BW2h0lfLbEc
Weeks, W. (2015, October 14). [Personal interview by the author].
Wenzel, Laurel, LF (Survey, October 14, 2015)
Williams, David. First Impressions Count: The Business Value Of Dressing For Success
Forbes 9 August 2013. Web. 23 Sept. 2015 http://www.forbes.com/sites/davidkwilli
ams/2013/0 8/09/first-impressions-count-the-business-value-of-dressing-for-success/

11