Social Injustice and Cultural Identifiers Assignment Draft

Running Head: SOCIAL INJUSTICE AND CULTURAL IDENTIFIERS 1

SOCIAL INJUSTICE AND CULTURAL IDENTIFIERS 6

Social Injustice and Cultural Identifiers

Name: LaCretia Daniels Comment by Cindy Segotta Jones: Thank you for your work.

GCU- 330

Cindy Segotta-Jones

October 2, 2022

Social Injustice and Cultural Identifiers

Part 1

· Describe the controversial topic and cultural identifier. Explain the connection between the controversial topic, the cultural identifier, and the role of social justice. Comment by Cindy Segotta Jones: This is an essay research. Omit the directions

A rather contentious topic is preferred to discuss is the issue of dress in the sense that the subject has influenced a number of cultural identifiers including religion, sexual orientation, socioeconomic status, body image, and gender. In this case, however, I will dwell more on the manner in which dress code is inherently linked to issues of race and sexuality. When it comes to the subject, numerous aspects can be examined. For instance, public schools that have no uniforms tend to have dress code regulations particularly targeting girls and bringing rather negative body images. Such restrictive dress codes for girls are viewed as distractive for the boys rather than simply enlightening boys on qualities like self-control. The rules also posit the boys on the negative side and showed as persons of limited moral values. Dress codes that place restrictions on hairstyles are deemed discriminatory, especially among diverse races and more so the African Americans. This is also the case for dress codes that prohibit dreadlocks and braids or hairstyles they consider distractive. A major aspect regarding dress codes is that all students should be placed or required to wear uniforms and as result promote equality, especially amongst students coming from families experiencing socioeconomic challenges. Students should never be made to compare their dressing basically as an indicator of their social and economic well-being and in the process influence their overall academic performances. Besides, school uniforms also help in reducing issues of bullying at all levels (Jones, et al. 2020). Comment by Cindy Segotta Jones: Remove “I” statements. This is a research essay and not a personal narrative Comment by Cindy Segotta Jones: Support your claims with scholarly statements Comment by Cindy Segotta Jones: You need for concrete historic evens. There are numerous court cases to support this controversy

The issue of dress codes within schools especially those prohibiting dreadlocks, braids, and other distracting hairstyles may be viewed as a violation of the law and in particular Title VI of the Civil Rights Act of 1964 which categorically states that "federal law prohibits discrimination on the basis of race, color or national origin in all programs or activities receiving federal funding." Black students are often the most victimized classes as regards to what may be deemed as restrictive dress code rules and policies and more so as pertains to hairstyles. In one once the highly publicized case was the victimization of two students who during the incident had been required to step out of their classes simply because their hair was braided. In contrast, this was the only hairstyle that was believed to protect the natural hair of African Americans. To make matters even worse, the girls were excluded from respective extracurricular activities, disallowed from attending prom, and even subjected to numerous detentions only if they would change their hair. This brought a wide uproar amongst parents and teachers as the policies proved more biased considering that white students even had their extensions but were not punished compared to the black students. The issue was taken to the courts though no significant actions were taken (Julien, 2019). Comment by Cindy Segotta Jones: Support your claims with scholarly statements

Indeed, dress codes have greatly impacted female students and the negligence witnessed among administrators is quite alarming. In one incident, a student back in the year 2016 was reprimanded simply for having had her midsection inappropriately exposed after raising her hands. She was just told the kind of clothing served as a bad example and hence unfit to be a leader. She progressed on well after the incident though the principal had at one time preached for students to act more academically rather than what he referred to as skanky. The principal has the school heavily marked by posters encouraging the students to dress in the classroom but not for what he referred to as street corners (Whitman, 2020). The vice principal also associated the poor performances of the males with the dress mode of their female counterparts and as a result, passed memos promoting modest attires, no showing of belies, and keeping the girls covered and equally supported.

As earlier mentioned, schools that promote the importance of uniforms instead of practicing dress codes, the former bring positivity among students and teachers as well in the sense that uniforms eliminate socioeconomic disparities, bullying, and unwarranted arguments amongst the stakeholders involved. Students who wear uniform have and practices good behavior and maintain good relationships (Whitman, 2020). Enforced dress codes and the absence of uniforms, however, tend to protect girls from what may be perceived as unwarranted attention, harassment, and to a greater extent embarrassment (Jones, et. all, 2020). Those against school uniforms however base such arguments on the expression of one's individuality and their inability to work and socialize with others in the mainstream public. Dress codes however inherently promote aspects of racism and sexism and also places significant influence on people of color and the females alike.

Inappropriate disciplining and over-emphasizing of dress codes definitely place a significant impact on the overall time of teaching and other related school activities deemed essential for their overall wellbeing. Basically, ample time is wasted on lecturing the students about dress code-related issues and violations, suspending them to go and dress appropriately. As a result, students tend to miss significant educational opportunities unaware of the long-term impact it may have on their learning programs. Apart from missing the necessary class time, a wrong message is passed amongst the students especially by concentrating on what may be perceived as inconsequential topics like dress codes and hairstyles. As a responsible tutor, would persistently advocate for dress codes and hairstyles that prove noteworthy and conducive to promoting learning environments

Remarkable schools in the country especially under the guidance of moral and ethical tutors have continuously attempted to promote what they argue as dress codes that are in several ways deemed rather gender sensitive and, in the process, desisting from sexualizing female students. The education fraternity has embraced the mantra that dresses codes and, in this case, uniforms should be aimed at protecting the dignity of the students simply by covering them appropriately and not exposing what may be deemed as sensitive body parts (Pavlakis & Roegman, 2018). As a result, policies have been proposed and outline what all the stakeholders involved in the education are required of them and the necessary actions in fostering good morals.

References

Jones, B., et al. (2020). Perceptions of School Uniforms in Relation to Socioeconomic Statuses. Research in Middle-Level Education Online, 43(6): 1–13. https://doi-org.lopes.idm.oclc.org/10.1080/19404476.2020.1759298

Julien, J. (2019). Leveraging Title VI and the Administrative Complaint Process to Challenge Discriminatory School Dress Code Policies. Columbia Law Review, 119(8): 2205–2238.

Pavlakis, A., & Roegman, R. (2018). How dress codes criminalize males and sexualize females of color. Phi Delta Kappan, 100(2), 54–58. https://doiorg.lopes.idm.oclc.org/10.1177/0031721718803572

Whitman, M. (2020) A Curricular Critique of School Dress Codes. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 93:2, pages 72- 77. Retrieved from: https://www-tandfonlinecom.lopes.idm.oclc.org/doi/citedby/10.1080/07491409.2019.1573771?scroll=top&needAccess=true