MANDATORY WEARING OF PRESCRIBED SCHOOL

UNIFORM
TO STUDENTS WHO ARE MEMBER OF LGBT:
ITS IMPACT ON ACADEMIC INTEREST
Proponents

Andrei Miranda
Althea Cañete
Loborte
Crestil Anne Villaruel
Orlando Abilar
The Problem & It's Background
• Increasing percentage of school who had a school
uniform policy. cited by Reed, (2011)

• Homophobic bullying in school and stigmas against

LGBT students.Kalyanamitra, (2012)

• Obeying the school policy of mandatory wearing

school uniform.
 Related literature
• School Uniforms and Academic Achievement
• School Uniforms and Behavior
• Student Perceptions of Uniforms
• Implementation
• Uniform Cost
• School Uniforms and Academic Achievement
• Brunsma and Rockquemore (1998) studied the effects of school
uniforms on behavior, attendance, and academic achievement. Stratified
data from the National Educational Longitudinal Study (NELS 88) of 1988
and three follow up studies were analyzed to measure school uniforms‟
influence on the above-mentioned areas. Students selected for the study
were in the 8th grade. Due to oversampling of certain minority groups in
the NELS 88 study, Brunsma and Rockquemore adjusted the amount of
student data used for analysis from the original study’s 25,000 students to a
number more representative of the United States population. The
participants in the study were selected from both public and private
schools. Data for the study were gathered using surveys. Areas of
categorization were based on independent variables such as race and
gender and dependent variables which consisted of student outcomes
including academic achievement and problem behaviors.
• Data from the initial year of the study yielded a School
Uniform positive correlation between students who
wear uniforms and academic achievement (p < .05).
While a statistically significant correlation was shown,
further analysis of this correlation showed that this
increase in academic achievement disappeared in
subsequent years. Students who were forced to wear
uniforms after the initial year of the study had a three-
point decrease in standardized test scores. In addition,
students who never wore a uniform during the study
had little change in test scores (Brunsma &
Rockquemore, 1998). Overall, the authors conclude
that little correlation was shown between the use of
school uniforms and academic achievement.
• School Uniforms and Behavior
• Poor behavior is a problem that has plagued formal education
since its inception. A variety of means have been used to try to curtail the
issue. School officials have a duty to protect School Uniform the safety of
their students. In support of this duty, The United States Supreme Court
ruled that states have the power to control the conduct of students
(Knechtle & Mitchell, 2003). The need for safety and control has led
school officials to try new methods of controlling behavior
(Cheurprakobkit & Bartsch. 2005). Some methods, such as zero tolerance
policies, have been considered unethical, causing school districts to look
at other ways to curb problem behaviors (Stefkovich, 2006). In recent
years, some urban public schools have implemented uniform policies in
hopes of improving student behavior. Administrators have chosen this
method because they believe that uniforms have a positive effect on
school violence and reduce the need for disciplinary action (Knechtle &
Mitchell, 2003). One study that is consistently championed as an example
of school uniforms effects on behavior is the Long Beach Unified School
District study.
• Student Perceptions of Uniforms
• Most studies on school uniforms and behavior include data on
school personnel’s perception of the policy’s effect on behavior. To
fully understand the impact of school uniforms on behavior, it might
be best to ask those who are forced to wear the uniforms. If there is a
correlation between school uniforms and student behavior, then
maybe the students would be able to explain the reason.
• In the Long Beach Unified School District study mentioned
above, 4th and 5th grade elementary and all middle school students
were surveyed for their opinions of the school uniform policy.
Students felt uniforms did not lessen the occurrence of fights (80.9%)
and a majority of students did not feel safer at school (Stanley, 1996).
Stanley (1996) could not explain the discrepancies in opinions
between the adults and students surveyed in the Long Beach Unified
School District study. One hypothesis offered was that students
became bored of the school uniforms. In-depth interviews with
students could provide a better answer to these discrepancies.
• Another study (DaCosta, 2006) looked at the responses of
urban high school students to a newly implemented uniform policy.
The qualitative study focused on responses of urban high school
students to a newly implemented uniform policy about the students‟
compliance and academic achievement. The longitudinal study,
conducted as part of the Student Life in High Schools Project (SLP),
was administered to students in major urban school districts in the
American Midwest. Twenty-two participants of the SLP study were
selected from a stratified random sample of eighth--grade
elementary school students who were planning to attend Brookside
High School. Data were collected using a series of semi-structured
interviews School Uniform conducted over a two-year period. The
student interviews addressed various topics including school
engagement, self-perceptions, family support, teacher support, and
school issues. Students frequently referenced school uniforms as part
of their responses to the above topics (DaCosta, 2006).
• Implementation
• One study conducted by Alleyne, LaPoint, Lee, and Mitchell (2003)
looked at student and educator views on student dress and behavior.
The study was conducted in a middle school in the northeastern
United States. The middle school used for the study had implemented
a uniform policy the previous year. Data were collected from 16
educators and 199 students in the sixth through eighth grades using
quantitative surveys. For the surveys, students and teachers were
asked identical questions which covered four areas including 1)
demographic background, 2) knowledge about dress and behavior, 3)
attitudes about dress and behavior, and 4) personal experiences and
practices. Data from the survey were analyzed using the Statistical
Package for the Social Sciences and chi-square tests to measure
differences in student and educator answers. Results from school
personnel surveys showed that a majority believe student dress
impacts behavior
• Data from student surveys showed that younger students
were more likely to agree with school personnel answers than
older students. Alleyne, LaPoint, Lee, and Mitchell (2003)
concluded that younger students were found to be more
receptive to school uniforms due to their willingness to obey
parents and teachers. The study had several limitations. First,
the sample size of educators was limited with only 16
respondents. The difference in sample size between students
and educators could skew results. Second, the middle school
used for the survey only had a uniform policy for one year. The
limited duration of the uniform policy makes the difference in
answers between sixth and eighth grade students suspect
because the eighth grade students did not have a uniform
policy the previous year. This sudden change in policy could
have contributed toward the differences in younger and older
student results.
• An article on Uniform Web showed figures for a
year’s worth (five tops and five bottoms) of uniforms.
This cost is listed as $150. FrenchToast.com, a
website that sells school uniforms, listed specific
prices on their website. For boys‟ uniform tops and
bottoms in sizes 8-14, prices ranged between $9 and
$20 (http://www.frenchtoast.com/). Young Men sizes
ranged between $8 and $41. For girls‟ uniform tops
and bottoms in sizes 7-14, prices ranged between
$7.50 and $29. Young Women sizes ranged between
$13 and $21. Sweaters were generally the most
expensive type of item, and short sleeve tops were
generally the cheapest.
• THEORETICAL FRAMEWORK
• The study enhanced by Deped Order No.45 s.2008
Proper School Attire.

• This study was anchored on DepEd Order No. 45

s. 2008 Proper School Attire “While the general policy
is that the wearing of a school uniform shall not be
required in public schools (as embodied in DepEd
Order No. 45 s. 2008), it is necessary to provide
guidance on what constitutes proper school attire.
 Students are discouraged from wearing expensive (signature or
designer brands) or flashy clothes, tight-fitting pants/blouses/dresses, mini-
skirts, short shorts, blouses with plunging necklines, hip-hop pants for boys, and
sleepwear.
The flow of the study is presented in the paradigm that follows.

Mandory wearing
Impact on the academic
prescribed school uniform to
interest of PIS students who are
students who are members of
members of the LGBT group.
the LGBT group.

Figure1.Research Paradigm
 SCOPE & DELIMITATION
• The study focuses on the implementation of the
mandatory wearing of prescribed school uniform
among students who are members of the LGBT group
and its effect on their academic interest. It analyzes
how mandatory wearing of the prescribed school
uniform significantly contributes to the academic
interest of the students specially those students who
are members of the LGBT group.
• The respondents of the study are students who
are members of the LGBT group.
• Definition of Terms
• To facilitate the clarity and understanding, the researcher
defined the following terms operationally:

• homophobic bullying – the feeling of fear, discrimination and

aversion against homosexuality or homosexuals.
• stigma - negative and often unfair beliefs to the members of LGBT
• academic interest – refers to the involvement, participation, and
attendance of the students to all school activities on a regular basis.
• members of LGBT group – refers to students who are gay, lesbian or
bisexuals
• mandatory – compulsory
• Significance of the Study
• Conducting a study focused on the effects of mandatory wearing of school uniform
to students who are members of the LGBT constructs beneficial things to significant
members or stakeholders of the school. This study aims to bring understanding and
enlightenment to significant people who are responsible in crafting school policies and
members of any organization.
• Students who are members of LGBT group. They will be able to understand the advantages
and disadvantages of wearing and / or not wearing the prescribed school uniform.
• Teachers. They will be able to understand the reasons of the students who are members of
the LGBT of not wearing the school uniform and how they feel and be able to adjust their
way of treating them on the issue of wearing school uniform.
• Parents. Through this study, they will be able to understand the feeling of their children and
adjust their way of disciplining them on the issue of wearing school uniform.
• Guidance Counselor. He/she will be able to gather substantial information and data that will
be relevant in crafting guidance activities and programs for LGBT members.
• School Head. He/she will be able to gather pertinent information and data relevant in
crafting school guidelines or policy concerning wearing of prescribed school attire.
• Researchers. They will be able to gather pertinent information and data from this study
relevant for future research similar to this study in different scope and context.
• Research Design
• This study was a quantitative research that used impact
analysis method of research. An impact analysis research
can be explained as determining the effect of independent
variable to dependent variable. Moreover, it has two types
of analysis which are the simple and multiple linear
regression analysis. In the simple linear regression
analysis, the main independent variable and the main
dependent variable was analyzed to know the impact or
effect of the independent variable to the dependent
variable. On the other hand, the multiple linear regression
analysis determines the impact of the independent sub
variables to dependent sub variables.
Research Design

The researchers used the multiple linear regression analysis to

be the research design of the study. It will help the researchers
to determine the effect of school mandatory wearing of school
uniform to students who are members of the LGBT to their
academic interest.

• Furthermore, the ultimate objective of the study is to

propose an action plan to enhance or improve the guidelines
on the implementation of school policy on prescribed school
uniform.