Uniforms in Three Middle Schools: Student Opinions

Autor/inn/en	Yoxsimer, Andrew; Sanchez, Jafeth E.
Titel	Uniforms in Three Middle Schools: Student Opinions
Quelle	In: Education Leadership Review of Doctoral Research, 10 (2022), S.108-121 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Middle School Students; School Uniforms; Student Attitudes; Opinions; Public Schools; Grade 7; Hispanic American Students; Educational Benefits + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School uniform; Schulkleidung; Schülerverhalten; Lehrmeinung; Public school; Öffentliche Schule; School year 07; 7. Schuljahr; Schuljahr 07; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Bildungsertrag
Abstract	This quantitative study used an existing dataset with responses from 1,848 public middle school students' opinions on the benefits of wearing a school uniform. Efforts in favor of and against school uniforms are noted, and the analyses used to examine demographic variables (i.e., gender, grade-level, and race/ethnicity) reveals that students in the 7th grade and Hispanic/Latino students benefited from the uniforms as compared to their peers. These insights can help school leaders identify practices that promote positive responses to the factors measured by the Student School Uniform Survey. Positive increases in students' perceptions of the constructs identified in the Student School Uniform Survey could support efforts toward increased learning experiences for all students. This is especially important with the understanding that, when students' social-emotional needs are met within a school culture of learning, positive learning outcomes can transpire. A discussion of these findings is shared, along with a conclusion. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01