TABLE 3.
Implicit and explicit rationales for uniform use.
| Rationales for use from literature |
|---|
| School culture/operational management |
| Symbolic of school culture; encourages pride |
| Affiliation supported by sameness |
| Delineates social hierarchies (in/out groups) |
| Improves school security/perception of school security |
| Removes socio-economic differences between students |
| School’s reputation/impression management via student appearance; well-disciplined body of students |
| Signals school’s place in education market |
| Socio-political context |
| Social mores—garment design and rules change over time reflecting societal change |
| Historically as a transfer of values—especially in post-colonial anglosphere |
| Currently auxiliary to achieving wider public policy goals: Cultural revitalization, introduction of sharia laws, enhancing feeling of citizenship/patriotism |
| Instrumental—tool to equalize social class in school via social camouflage |
| Encourages social integration and cohesion |
| Human rights expressed in context |
| Equality–Enhances access to education |
| Freedom of religion |
| Minorities bear burden of sameness and make more accommodation to uniform |
| Uniform policies sometimes do not/cannot legally accommodate difference |
| Gender equality |
| Restrictions based on historical norms |
| Girls’ movement restricted by design |
| Girls’ uniform garments more expensive than boys’ |
| Sex vs. gender: Gender non-binary students discriminated against by uniform policy |
| Freedom of expression |
| Hampers expression vs. there being many other outlets for student expression/students can rebel in safe confines of uniform |
| Right to expression linked to age and stage of development |
| Provides teachable moments about social attire, appropriateness |
| Fosters suspicion of other/difference |
| Reduces ability to discuss difference |
| Children as a vulnerable group |
| Unclear what aspects of childhood/children need protecting according to age and developmental stage |
| Unclear whether uniform should be imposed when it does not positively affect academic achievement |
| Duty to consider children’s/youth voices in garment design and uniform policy according to age and stage of development |