Dress and appearance constitute the visual realm in the dialectic of identity construction and are powerful communicators in this process, since dress and appearance are the symbolic means by which we locate ourselves and others through interaction within social contexts. Dress is used to differentiate and create boundaries for group belonging and exclusion, and in the uniform has been understood to have a capacity to suppress individuality and to identify the wearer with objectives beyond the self. Adolescence is a time of intense identity work and in New Zealand coincides with secondary schooling during which school uniforms are usually worn. Is freedom in dress necessary for development of personal identity? The effects of same-dressing on identity development in adolescence were investigated in the context of the history, practice, and meanings of school uniform in New Zealand secondary schools. This was investigated through a nationwide survey, analysis of selected school photographs and records, interviews with students, review of legal and bureaucratic structures supporting the practice, and review of the literature of school uniforms, and education and social history of New Zealand. A combination of qualitative and quantitative methods contributed to analysis of both dress practices in wider New Zealand contexts, and more personal use of dress in the formation of personal identity. Analysis of school uniforms as mechanisms of power, constituting both the student and the self, drew on symbolic interactionist theory and on Foucault�s later interpretations of power, while also linking material culture and social structures. New Zealand has a strong and continuing tradition of school uniform in secondary schools, yet this practice is characterised by change, variety, and differences, challenging the sameness which uniforms are supposed to embody. Meanings and functions of uniforms have changed considerably over the twentieth century, evolving through extreme and diverse expressions of the expectations of social, political, and education systems towards their young people, and mediated in turn by students themselves. While school uniforms both manifest and mediate the power of the school over the bodies of children, the power embodied in uniforms is not always and only a repressive power, but is also a generative, productive power. Students described uniforms as a form of shelter and protection, embodying belonging and participation in the school and a projected future of success and engagement in adult society and work. Uniforms also maintained a breadth of possibilities consistent with a fluid class system and egalitarian ideals of New Zealand society. While students believed self-expression essential for the formation of a self, they believed this need could be met through the use of minor differences in uniforms, while uniforms allowed them to retain the advantages of group belonging. Schools allowing some personal expression effectively strengthened the sense of belonging and participation, by maintaining the individual in positive relation to the group. The interaction that creates a self consists in symbols, involving meanings, appearances, and communication: differences and similarities from part of these complex interactions.

Thesis (M.S.)--2007. / Includes bibliographical references (leaves 32-33). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--2007. / Includes bibliographical references (leaves 32-33).

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Mar. 6, 2009). Includes bibliographical references (p. 102-106).

The study focused on the role of members of the School Management Team (SMT) regarding the manner in which they implement the policy on mandatory school uniform in Swaziland schools. The main question guiding the study was: To what extent is the learners’ right to human dignity protected when teachers enforce the wearing of compulsory school uniforms in Swaziland schools? A qualitative case study approach was employed with empirical data collected using interviews with the SMT members of three schools in the Manzini and Lubombo regions of the Kingdom of Swaziland, as well as an analysis of each of the school official documents. The interviews and the analysis of the documents were aimed at determining the compliance of each school‘s strategy with the Constitution of the Kingdom of Swaziland, and all international conventions regarding the protection of children’s right to human dignity in schools. Data was analysed in accordance with acceptable procedures for processing the qualitative data. The researcher’s conclusion based on the data gathered and from the body of literature consulted, presented evidence that suggests that the rights of learners to human dignity is not well-protected in the three schools that participated in the study. Poor learners continue to suffer the humiliation of being undressed of clothing such as jerseys that they wear to school because it is not the prescribed school uniform and is unacceptable. Some suffer corporal punishment because their parents cannot afford to buy them the full prescribed school uniform. Poverty remains a serious challenge to implementing the mandatory school uniform policy. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Education Management and Policy Studies / MEd / Unrestricted

The purpose of this research was to gather the preferences of flight attendants for garment characteristics of the ideal flight attendant uniform, then translate those garment characteristics to design criteria. Using uniform silhouette, interior design lines and fabric characteristics as dependent variables, garment characteristics of clothing length and shape, sleeve length and shape, neckline, collar, pocket style, pocket placement, closing type, closing location, waist style, fabric care, color, type, stretch, weight, hand, surface and fabric design were selected as independent variables. The objectives of the study were to determine 1) the flight attendant preferences for an ideal uniform and 2) if a relationship existed between flight attendant age and garment characteristics and between flight attendant years of service and garment characteristics. A questionnaire was developed and tested as the instrument to be used to gather the wearer preferences and garment characteristics. The development of the questionnaire evolved through a series of pretests. Changes were made based on the reader comprehension of questions, terminology, illustrations and instructions. The data were analyzed using frequency counts, cross-tabulations and independent sample chi-square test. The data were gathered in the crew lounge of a major southeast airline. The sample consisted of 218 actively employed, Caucasian and non-Caucasian female flight attendants between the ages of 25 to 51 with 1 to 36 years of service. The findings indicated this group of flight attendants preferred three garments; shirt, slacks and cardigan sweater as uniform clothing, and no relationships existed between flight attendant age or flight attendant years of service and preferred garment characteristics. / Master of Science

Competition athletic apparel plays a large role in the world of NCAA Division I college athletics. New and innovative designs, styles, and fashions are continually introduced by athletic apparel manufacturers as they attempt to find the latest and greatest uniforms, footwear and protective equipment. Still, little research exists on the impact that athletic apparel has on college athletes. What does an athlete feel as they don their competition athletic apparel to compete at this top level of collegiate sport? The purpose of this study was to examine student-athlete experiences with competition athletic apparel in relation to self-perception. Did the apparel worn in competition by student-athlete's play a role on their mental state as they entered competition? Sixteen participants from a large NCAA Division I athletic program participated in this study during the spring semester of 2011. A stratified sample of eight female student-athletes and eight male student-athletes was used. The participants were drawn from the sports of Men's Soccer, Women's Soccer, Men's Basketball, and Women's Basketball. Participants completed face to face interviews that employed a semi-structured approach. Interview questions addressed aspects of the Functional, Aesthetic, Expressive (FEA) consumer needs model as well as Self-Perception Theory. All interviews used a grounded theory approach to foster the emergence of data as interviews progressed. Data was analyzed using qualitative methods that stressed the importance of true lived experience. The results of the study revealed that student-athlete self-perception was indeed impacted by various aspects of competition athletic apparel. Each participant revealed one or more concerns about their competition apparel in relation to the different categories of the FEA. Further, many of these concerns followed important aspects of Self-Perception Theory. The results of this study further revealed that coaches, athletes, and competition apparel manufactures would benefit from understanding the impact that competition apparel has on athlete self-perception. Results showed that athletes wanted competition apparel that looked good, felt good, and fit properly. / Ph. D.

The beginning of the twenty-first century found American society sharply divided and American culture in the midst of tumult; the driving forces behind these changes being individualism, multiculturalism and the politics of gender and sexual orientation. As a result, social structure and what were once traditional values have been abandoned for political correctness. With reports of personal crimes committed on juveniles on school property on the rise, clearly, these shifts away from tradition have trickled down from society at large to the sphere of the public school. Students no longer are using traditional socially accepted norms and values as viable guides to their behavior (Hudak, Ander & Allen, 1980), but violence, which has become a way of attaining respect and self worth as well as material possessions. Some of the most disturbing reports that have been brought to the public's attention are those of students assaulting and robbing one another at knife and gunpoint for clothing. The conceptual framework was that of appearance perception. Clothing and appearance are extremely important to children in their efforts to compete as well as to successfully fit in with their peers. Many school reform efforts have implemented school uniform policies as a way of building a sense of unity and belonging among students, as well as a way of controlling behavior. However, despite the numerous studies that have attempted to show that nonverbal communication may form impressions of personality, character traits, and intelligence, none have focused on school uniforms and their reflection of the personal values of the wearers. This study determined the uniform preferences of uniform-wearing students for middle school children, and described the five terminal values that these students attributed to uniformed students. This research also determined whether there were significant differences between the probabilities of males and females having the same perceptions of the terminal values attributed to uniformed students, because research has shown that these perceptions have a direct effect on style preferences. The sample was comprised of 85 students between 18 and 21 years, who attended a military institute of higher education in which they were required to wear uniforms on a daily basis. Respondents completed a three-part questionnaire, which consisted of: (1) Rokeach Value Survey, (2) demographics questions, and (3) wearer preference measure. The instrument was pilot tested for content validity before it was administered to the sample. Data were analyzed using Pearson Chi-squares and frequencies. The chi-square tests revealed no significant differences in the probability of males and the probability of females selecting the same terminal values for uniformed students. Examination of frequencies determined design criteria for males and females uniform design as well as the five core terminal values attributed to uniformed students. / Master of Science

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-10-27T14:04:02Z No. of bitstreams: 2 Dissertação - Andrea Karla da Cunha - 2015.pdf: 6038368 bytes, checksum: 620487891468a723768bb500f26bc52d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-28T14:57:53Z (GMT) No. of bitstreams: 2 Dissertação - Andrea Karla da Cunha - 2015.pdf: 6038368 bytes, checksum: 620487891468a723768bb500f26bc52d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-28T14:57:53Z (GMT). No. of bitstreams: 2 Dissertação - Andrea Karla da Cunha - 2015.pdf: 6038368 bytes, checksum: 620487891468a723768bb500f26bc52d (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-04-28 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The historic uniform of the Independence Dragons was established by the Brazilian Army and it is worn in the contemporary times. Inserted into the legislation by means of an Annex, it is subject to the general rules regarding uniforms as well as to its own, which are, in a way, and because of its characteristics of shared clothing, divergent and more permissive. This gives this uniform special features that, combined with diacritical and symbolic functions found within it, signal to a proper regime of visualities in the military environment. Moreover, the definition of a uniform can have different meanings according to the place from where it is seen. Thus, received by the Visual Culture Studies, this uniform can reveal itself without any fear, show its hidden faces and establish an open, frank and interdisciplinary dialog in order to suspend beliefs and to have a fair battle in the Arena. / O uniforme histórico dos Dragões da Independência foi instituído pelo Exército Brasileiro e está em uso na contemporaneidade. Inserido na legislação por meio de um Anexo, ele se submete às regras gerais para uniformes e às suas próprias, que são, de certa forma, e devido ao seu caráter de roupa compartilhada, divergentes e mais permissivas. Isto faz com que este uniforme tenha características especiais que, aliadas às funções diacríticas e simbólicas nele contidas, sinalizam para um regime de visualidades próprio ao meio militar. Além disso, a definição de um uniforme pode ter significados diferentes de acordo com o local de onde ele é visto. Assim, recebida pelos Estudos de Cultura Visual, esta farda consegue se revelar sem medo, mostrar suas faces ocultas e dialogar de forma franca, aberta e interdisciplinar, a fim de que as crenças sejam suspensas e a batalha na Arena seja justa.

This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this right. Chapter III examines dress code rulings from the United States Courts of Appeals in order to ascertain patterns of judicial rationale and determine whether students' rights vary depending on age, grade level, or federal circuit court jurisdiction. Chapter IV examines existing state statutes with regard to dress codes and uniforms. Chapter V utilizes the legal principles that emerge from the research in Chapter III and draws from the survey of state statutes in Chapter IV to make a comparison of state statutes and circuit court rulings in each jurisdiction. If a state statute does not comport with federal law in its particular jurisdiction, modifications are suggested to bring the statute into line with relevant judicial rulings.