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Imagining Otherwise: School Uniforms. The unification of children’s school clothing as a way to equalize the student-teacher interactions between male and female students . Linda B. Reilly: Gender Specific Aspects of Children's Clothing and Teacher-Student Interaction.

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imagining otherwise school uniforms

Imagining Otherwise: School Uniforms

The unification of children’s school clothing as a way to equalize the student-teacher interactions between male and female students

linda b reilly gender specific aspects of children s clothing and teacher student interaction
Linda B. Reilly: Gender Specific Aspects of Children's Clothing and Teacher-Student Interaction
  • “effect of the gender specific aspects of a child's clothing and a child's sex on the type of interaction that occurred between the child and the teacher” (Reilly, pg. 3).
  • Hypothesis: male and female students dressed in unisex attire would receive more positive interactions
  • Previous research: Clarken 1995: expectations that teacher have for male students positively affects their career goals and academic success
  • Limited interactions with female students negatively affects their learning opportunities
  • Reilly wanted to test the interactions between students and teachers based on clothing choice
experimental methods
Experimental Methods
  • Stratified group of second grade students dressed in four different categories:
    • Unisex
    • Minimally gender specific
    • Moderately gender specific
    • Extremely gender specific

Interactions included:

    • Positive interactions: verbal/physical, positive attitude of teacher or acknowledgement of student
    • Negative interactions: negative attitude of the teacher
results
Results
  • Behavior differences in the teacher in relation to the student are related to gender AND the type of clothing worn by the student
  • The main characteristic to which teacher reacted to was gender, but teachers showed more reproof (criticism of a fault) to children who were dressed in the extremely gendered outfits (i.e. pink ruffles for girls and military fatigue for boys) (Reilly, Pg. 11).
  • “The children dressed in the unisex clothing received the most total and positive interactions” (Reilly, pg. 12).
  • Teacher/student interaction is crucial to creating a good learning environment
my project
My Project
  • Based on Reilly’s data, unisex outfits benefit the student in relation to the student/teacher interactions
  • Unisex uniforms
accessories
Accessories:
  • Hair rubber bands, uncolored
  • No make-up
  • No jewelry
  • Black/white socks
  • Every item would have to be size appropriate