Teaching Style: An Investigation of New York City Public High School Teacher Dress Practices

<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>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Urban Education

Grantor

The Graduate School and University Center of The City University of New York

Year dc:date.available

2010

Author dc:creator

• Brownstein, Anne J.

Advisor dc:contributor.advisor

• Nicholas M. Michelli

Committee members dc:contributor.committeemember

• Ofelia Garcia
• Eugenia Paulicelli

• Education

Repository record dc:identifier

https://academicworks.cuny.edu/gc_etds/1735

OAI identifier oai:identifier

oai:academicworks.cuny.edu:gc_etds-2759