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Imagining Otherwise: School Uniforms

Imagining Otherwise: School Uniforms. The unification of children’s school clothing as a way to equalize the student-teacher interactions between male and female students . Linda B. Reilly: Gender Specific Aspects of Children's Clothing and Teacher-Student Interaction.

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Imagining Otherwise: School Uniforms

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  1. Imagining Otherwise: School Uniforms The unification of children’s school clothing as a way to equalize the student-teacher interactions between male and female students

  2. Linda B. Reilly: Gender Specific Aspects of Children's Clothing and Teacher-Student Interaction • “effect of the gender specific aspects of a child's clothing and a child's sex on the type of interaction that occurred between the child and the teacher” (Reilly, pg. 3). • Hypothesis: male and female students dressed in unisex attire would receive more positive interactions • Previous research: Clarken 1995: expectations that teacher have for male students positively affects their career goals and academic success • Limited interactions with female students negatively affects their learning opportunities • Reilly wanted to test the interactions between students and teachers based on clothing choice

  3. Experimental Methods • Stratified group of second grade students dressed in four different categories: • Unisex • Minimally gender specific • Moderately gender specific • Extremely gender specific Interactions included: • Positive interactions: verbal/physical, positive attitude of teacher or acknowledgement of student • Negative interactions: negative attitude of the teacher

  4. Results • Behavior differences in the teacher in relation to the student are related to gender AND the type of clothing worn by the student • The main characteristic to which teacher reacted to was gender, but teachers showed more reproof (criticism of a fault) to children who were dressed in the extremely gendered outfits (i.e. pink ruffles for girls and military fatigue for boys) (Reilly, Pg. 11). • “The children dressed in the unisex clothing received the most total and positive interactions” (Reilly, pg. 12). • Teacher/student interaction is crucial to creating a good learning environment

  5. My Project • Based on Reilly’s data, unisex outfits benefit the student in relation to the student/teacher interactions • Unisex uniforms

  6. The Shirt:

  7. The Pants:

  8. The Shoes:

  9. Accessories: • Hair rubber bands, uncolored • No make-up • No jewelry • Black/white socks • Every item would have to be size appropriate

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