Research References

Han, S. (2010). A mandatory uniform policy in urban schools: Findings from the School Survey on Crime and Safety: 2003–04. International Journal of Education Policy and Leadership, 5(8). Retrieved from http://journals.sfu.ca/ijepl/index.php/ijepl/article/viewFile/253/96.

The main purpose of the study is to examine the relationships between a mandatory school uniform policy and students' problem behaviors. The study is based on the School Survey on Crime and Safety (SSOCS) 2003–04 data. Analyzing data from 421 urban schools, the study found that schools adopting a mandatory uniform policy are negatively associated with number of students' problem behaviors while the level of schools' safety initiatives are constant. In addition, the study revealed parental involvement at the elementary school level and teacher training and community efforts at the high school level as negative predictors of students' problem behaviors.

Sanchez, J. E., Yoxsimer, A., & Hill, G. C. (2012). Uniforms in the middle school: Student opinions, discipline data, and school police data. Journal of School Violence, 11(4), 345–356. Abstract retrieved from https://eric.ed.gov/?id=EJ978349.

This study investigated public middle school students' opinions on the benefits of wearing a school uniform. A review of related literature is provided along with results of the opinions obtained from 604 seventh- and eighth-grade middle school students attending a public school in Nevada that had recently initiated a school uniform policy. Improvements in discipline data and school police data were also examined. Results highlighted the perceived benefits (i.e., decreases in discipline, gang involvement, and bullying and increases in safety, ease of going to school, confidence, and self-esteem) of wearing a uniform to school, as reported by students through a survey instrument. The results focus on gender, grade level, and racial/ethnic differences in students' responses. Few significant differences were found. One benefit was found between genders, six benefits between grade levels, and three benefits related to racial/ethnic groups.

Additional Ask A REL Responses to Consult

Ask A REL West at WestEd. (2016). Information on school uniforms. Retrieved from https://relwest.wested.org/system/documents/pdfs/480/original/REL_West_Reference_Desk_Memo_
School_Uniforms_092016_508.pdf?1474663475

Additional Organizations to Consult

Ithaca College WISE: Working to Improve Schools and Education: http://www.ithaca.edu/wise/school_uniforms/

The purpose of this website is to provide anyone interested in improving U.S. schools with valuable information and resources about important issues in education and teaching. Started by Professor Emeritus of Education, Jeff Claus, the information and resources presented here are the product of ongoing work by an education professor, Ellie Fitts Fulmer, at Ithaca College, in Ithaca, NY and students.

Methods

Keywords and Search Strings

The following keywords and search strings were used to search the reference databases and other sources:

• school uniforms
• “school uniforms” AND (safe* OR climate OR disciplin* OR violen* OR suspen* OR expell* OR expulsion)

Databases and Resources

We searched ERIC, a free online library of more than 1.6 million citations of education research sponsored by the Institute of Education Sciences (IES), for relevant resources. Additionally, we searched the academic database ProQuest, Google Scholar, and the commercial search engine Google.

Reference Search and Selection Criteria

In reviewing resources, Reference Desk researchers consider—among other things—these four factors:

• Date of the publication: Searches cover the most current information (i.e., within the last ten years), except in the case of nationally known seminal resources.
• Search priorities of reference sources: Search priorities include IES, nationally funded, and certain other vetted sources known for strict attention to research protocols. Applicable resources must be publicly available online and in English.
• Methodology: The following methodological priorities/considerations guide the review and selection of the references: (a) study types—randomized controlled trials, quasi experiments, surveys, descriptive data fanalyses, literature reviews, policy briefs, etc., generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected), study duration, etc.; (c) limitations, generalizability of the findings and conclusions, etc.
• Existing knowledge base: Vetted resources (e.g., peer-reviewed research journals) are the primary focus, but the research base is occasionally slim or nonexistent. In those cases, the best resources available may include, for example, reports, white papers, guides, reviews in non-peer-reviewed journals, newspaper articles, interviews with content specialists, and organization websites,

Resources included in this document were last accessed on June 20, 2017. URLs, descriptions, and content included here were current at that time.

This memorandum is one in a series of quick-turnaround responses to specific questions posed by educational stakeholders in the Appalachian Region (Kentucky, Tennessee, Virginia, and West Virginia), which is served by the Regional Educational Laboratory Appalachia (REL AP) at SRI International. This Ask A REL response was developed by REL AP under Contract ED-IES-17-C-0004 from the U.S. Department of Education, Institute of Education Sciences, administered by SRI International. The content does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.