In recent decades there has been increasing interest in regulating teacher appearance in the schools. While there is a great deal of anecdotal data available about what dress standards for teachers should be, to the best of the researcher's knowledge no one has undertaken scholarly research to investigate teacher attitudes towards their constructions of self, self-as-teacher, and educational philosophies as expressed by dress practices.
Predicated upon the theory that the study of self presentation provides a window through which we can gain insight into these constructions, this dissertation investigates how a sample of nine New York City public high school teachers use dress to define `personal self' and `self-as-teacher' identities as well as their educational beliefs. It is hoped that the findings of this research will contribute to better understanding of a topic that thus far has largely been neglected by educational scholars even while it has nationally attracted both interest and debate within and beyond the realm of public schools.
","abstract_html":"<p>In recent decades there has been increasing interest in regulating teacher appearance in the schools. While there is a great deal of anecdotal data available about what dress standards for teachers should be, to the best of the researcher's knowledge no one has undertaken scholarly research to investigate teacher attitudes towards their constructions of self, self-as-teacher, and educational philosophies as expressed by dress practices.</p> <p>Predicated upon the theory that the study of self presentation provides a window through which we can gain insight into these constructions, this dissertation investigates how a sample of nine New York City public high school teachers use dress to define `personal self' and `self-as-teacher' identities as well as their educational beliefs. It is hoped that the findings of this research will contribute to better understanding of a topic that thus far has largely been neglected by educational scholars even while it has nationally attracted both interest and debate within and beyond the realm of public schools.</p>","abstract_has_math":false,"creators":["Brownstein, Anne J."],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Urban Education","degree_department":null,"school":null,"contributors":[],"advisors":["Nicholas M. Michelli"],"committee_chairs":[],"committee_members":["Ofelia Garcia","Eugenia Paulicelli"],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T01:58:22Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/1735","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Nicholas M. Michelli"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ofelia Garcia","Eugenia Paulicelli"]},{"key":"dc:creator","label":"Author","values":["Brownstein, Anne J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-11-29T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Urban Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/1735"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In recent decades there has been increasing interest in regulating teacher appearance in the schools. While there is a great deal of anecdotal data available about what dress standards for teachers should be, to the best of the researcher's knowledge no one has undertaken scholarly research to investigate teacher attitudes towards their constructions of self, self-as-teacher, and educational philosophies as expressed by dress practices.
Predicated upon the theory that the study of self presentation provides a window through which we can gain insight into these constructions, this dissertation investigates how a sample of nine New York City public high school teachers use dress to define `personal self' and `self-as-teacher' identities as well as their educational beliefs. It is hoped that the findings of this research will contribute to better understanding of a topic that thus far has largely been neglected by educational scholars even while it has nationally attracted both interest and debate within and beyond the realm of public schools.
"]},{"key":"dc:title","label":"Title","values":["Teaching Style: An Investigation of New York City Public High School Teacher Dress Practices"]}]}],"canonical_facts":{"dc:contributor.advisor":["Nicholas M. Michelli"],"dc:contributor.committeemember":["Ofelia Garcia","Eugenia Paulicelli"],"dc:creator":["Brownstein, Anne J."],"dc:date.available":["2016-11-29T08:00:00Z"],"dc:description.abstract":["In recent decades there has been increasing interest in regulating teacher appearance in the schools. While there is a great deal of anecdotal data available about what dress standards for teachers should be, to the best of the researcher's knowledge no one has undertaken scholarly research to investigate teacher attitudes towards their constructions of self, self-as-teacher, and educational philosophies as expressed by dress practices.
Predicated upon the theory that the study of self presentation provides a window through which we can gain insight into these constructions, this dissertation investigates how a sample of nine New York City public high school teachers use dress to define `personal self' and `self-as-teacher' identities as well as their educational beliefs. It is hoped that the findings of this research will contribute to better understanding of a topic that thus far has largely been neglected by educational scholars even while it has nationally attracted both interest and debate within and beyond the realm of public schools.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/1735"],"dc:subject":["Education"],"dc:title":["Teaching Style: An Investigation of New York City Public High School Teacher Dress Practices"],"thesis:degree_discipline":["Urban Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T01:58:22Z"}