{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/30442"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/30442","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem","abstract":"The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year.","abstract_html":"The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year.","abstract_has_math":false,"creators":["Hoffler-Riddick, Pamela Y."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Parks, David J."],"committee_members":["Coward-Reid, Fracine","Richards, Robert R.","Yakimowski-Srebnick, Mary E.","Earthman, Glen I."],"year":1998,"date_issued":"1998-03-16","date_published":"1998-03-16","updated_at":"2026-07-22T22:18:46Z","subjects":["uniforms","attendance","discipline","self-esteem","grades"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-32498-123423"],"render_values":[{"text":"etd-32498-123423","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/30442","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Parks, David J."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Coward-Reid, Fracine","Richards, Robert R.","Yakimowski-Srebnick, Mary E.","Earthman, Glen I."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Hoffler-Riddick, Pamela Y."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:21:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:21:44Z","1999-04-29"]},{"key":"dc:date.issued","label":"Date","values":["1998-03-16"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["uniforms","attendance","discipline","self-esteem","grades"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-32498-123423"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/30442"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:title","label":"Title","values":["The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Parks, David J."],"dc:contributor.committeemember":["Coward-Reid, Fracine","Richards, Robert R.","Yakimowski-Srebnick, Mary E.","Earthman, Glen I."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Hoffler-Riddick, Pamela Y."],"dc:date.accessioned":["2014-03-14T20:21:44Z"],"dc:date.available":["2014-03-14T20:21:44Z","1999-04-29"],"dc:date.issued":["1998-03-16"],"dc:description.abstract":["The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996). A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year."],"dc:description.degree":["Ed. D."],"dc:identifier.other":["etd-32498-123423"],"dc:identifier.uri":["http://hdl.handle.net/10919/30442"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["uniforms","attendance","discipline","self-esteem","grades"],"dc:title":["The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:18:46Z"}