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Touchstone 3.1 Rogerian Argument

Student’s Name

Institutional Affiliation
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Touchstone 3.1 Rogerian Argument

Dress code and uniform policy in school have been an issue considering diversity among

students. Various stakeholders, including parents, teachers, and administrators, hold diverse

opinions on the relevance of the dress code and uniform policy, with most supporting the idea.

At the same time, some criticize the beliefs surrounding uniform policies. According to article 1,

no conclusive research has conclusively established the relationship between dress code and

student performance in the classroom. However, stakeholders recognize the importance of

adopting the dress code and uniform policies (Anderson, 2002). The second article criticizes the

adoption of dress code and consistent policies as they infringe on the students' rights and does

not allow them to express themselves freely (Deane, 2015). It, therefore, ignores democracy that

is even taught in the classrooms. Even though stakeholders agree to implement the dress code

and uniform policies, more is needed; philosophically, resituating schooling is key to making

schools a better place for studies.

Article 1: School dress code and uniform policies

According to (Anderson, 2002), a dress code enhances school safety because a similar

dress code minimizes acts of violence, as stigma may sometimes be associated with a specific

kind of dress code. Teachers also feel that it improves individual students' learning environment

and self-esteem and reduces family stress. A similar dress code allows students to focus only on

their studies as they do not need to worry about other fancy clothes classmates have put on. The

article also recognizes the inconclusive research on the topic, as all the advantages are based on

the opinions of an individual, not backed with facts.

Article 2: Dressing diversity

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According to (Deane, 2015), school uniform policies teach students to deliberately ignore

peer differences to fit into public and school life. School uniforms are against social justice as

students are not allowed to express themselves freely, as some who feel infringed by the dress

code are denied access to education. The author also recognizes that it is okay to adopt uniforms

to minimize disruptive behavior, create a conducive learning environment, and eliminate

socioeconomic tensions. The unjust part is noticed when the school uniforms policies do not

resolve disruptive behavior and eliminate the socioeconomic tensions they purported to

eliminate. However, the school should consider philosophically resituating schooling to resolve

the issues effectively.

Comparison and contrast

The two articles recognize the relevance of the dress code and school uniform policy, as

the first article shows how stakeholders consider the policies beneficial. This is supported by the

second article when the author argues that eliminating the uniform policy would leave students

battling differences alone. The first article suggests an inconclusive correlation between dress

codes and academic excellence. The second article considers philosophically resituating

schooling as a better solution to boost students’ confidence in class and create a better learning

environment.

Conclusion

In summary, dress code and uniform policies are not enough to ensure school safety,

improve the learning environment, reduce stress on families, and high self-esteem among

students. The teachers should consider philosophically resituating learning to ensure these
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objectives are achieved. It is evident that some order is needed in schools to make them better for

learning; this makes dress code and uniform policy essential.

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References

Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report.

Deane, S. (2015). DRESSING DIVERSITY: POLITICS OF DIFFERENCE AND THE CASE

OF SCHOOL UNIFORMS. https://files.eric.ed.gov/fulltext/EJ1076463.pdf