K-12 dress codes and gender equity: an examination of policy and practice of dress code implementation

This study evaluated the implementation of a gender-neutral dress code at a secondary school in rural northern California. Using the methodology of qualitative research, focus groups were conducted with the school site teachers to investigate the knowledge, motivation and organizational influences of the implementation of the gender-neutral dress code. The teachers represented a purposeful sample. Criteria included years of experience, parental status, and gender self-identification. Because schools are serving an increasingly diverse population of students, including gender non-conforming, it is important to have gender equity in school policy. The aim of the analysis is to provide recommendations for gender-neutral dress code implementation based on teachers’ insights to barriers and breakthroughs of the policy in the areas of gender as diversity, sexism and its perpetuation in secondary education, and administrative support in following through on policy implementation that is designed to shift school culture.