School Uniforms: Pros, Cons and Growing Popularity - Essay Sample

The number of public schools adopting the system of wearing uniforms in the US continues to increase. One in every five public schools requires students to wear uniforms accounting for 21%. 25% of all primary schools wear uniforms, while 20% of middle schools have uniforms (ProCon.org, 2020). Only 12% of high schools have uniforms. Students should wear uniforms because they promote safety, improve their concentration on education, and promote equality. However, others believe that it hinders freedom of expression, increases violent attacks, and improves academic performance. Notably, the views have interesting facts and may be applicable in particular circumstances. Thus, the position of this essay is that students should wear school uniforms.

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Uniforms should be made mandatory in public schools. Firstly, school uniforms enhance student’s concentration on their education rather than on their clothing choices (ProCon.org, 2020). Students are likely to focus on learning as uniforms provide for less drama and distraction. Secondly, uniforms are essential as they level the playing field for all students, thus reducing bullying and peer pressure. Students become alike in terms of appearance and hence eliminating teasing of those in less fashionable or expensive clothing. Thirdly, school uniforms are easier to enforce as compared to a standard dress code. Adopting mandatory uniform policy eases the administrative work of teachers, thus saving valuable class time. School administrators and teachers are overwhelmingly in support of adopting mandatory uniform policies as they are easier to enforce.

In contrast, opponents argue against mandatory uniform policies. The believing game is essential in scrutinizing a position, not for flaws, but to see the validity in other people's ideas (Elbow, 2006). Opponents say school uniforms restrict students' freedom of expression because they must adhere to school rules and regulations (ProCon.org, 2020). The exciting view is that all people in society have their rights regardless of their age. However, this condition might be true since students do not have the right to determine what they wear since they must adhere to school rules and regulations. Secondly, uniforms do not promote equality but may enhance violent attacks against students (ProCon.org, 2020). What is helpful about the other view is that school managers and authorities should improve safety measures against violent offenses, such as enhancing security. Believing in this view means that students should not wear anything that differentiates them from other people for fear of attacks. However, the view can be true in schools with bullies interested in making other students miserable. Thirdly, school uniforms do not directly correlate with attendance and academic performance (ProCon.org, 2020). Believing that uniforms do not influence academic performance is helpful since it helps to develop appropriate measures required to improve academic performance rather than clothing. The aspect to notice by believing in this view is that students' appearance or aesthetics does not contribute to their academic performance, but their commitment. However, the view can be true in conditions where students are hard-working and want to realize their career dreams.

Biases affect how we evaluate and make decisions. The common type of biases are the confirmation bias and false-consensus effect. These cognitive biases distort the thinking process when evaluating the premises for and against a position. The confirmation bias is the most commonly encountered cognitive bias as individuals tend to favor ideas and premises that confirm their existing beliefs (Cherry, 2020). Likewise, when I evaluated the reasons for and against adopting school uniforms, I likely suffered from trying to find premises that justified what I believed about the subject. I overcame the confirmation bias by considering both sides of the subject. People are cognitively lazy, and thus, overcoming confirmation bias becomes difficult as it entails altering our knowledge structure. Secondly, I likely experienced the false-consensus effect and thus overvalued my own opinions. Since we spend time with people who share our way of thinking, we are likely to think that that is the majority opinion. As such, I was likely biased towards making it mandatory for students to wear school uniforms.

Group Identification, or enculturation, has profound effects on influencing cognitive biases. Group identification affects an individual’s understanding of various subject matters as the cognitive capacities are greatly transformed in the course of cultural learning. Our perceptions are influenced by cumulative cultural evolution as we acquire our ideas from observing those around us, such as family, friends, and peers. Enculturation may result in confirmation bias as individuals tend to favor ideas and premises that conform to their existing beliefs. As previously mentioned, when I evaluated the reasons for and against adopting school uniforms, I likely suffered from trying to find premises that justified what I believed about the subject.

In summary, the position of this essay is that students should wear school uniforms. However, the ‘Believing Game’ has changed my thinking concerning the subject of school uniforms. As much as my stance favors adopting mandatory uniform policies, the believing game has expounded my knowledge structure on the subject. The believing game has enabled me to appreciate the need for individuality and respect for freedom of expression. In light of this realization, students can express their individuality and still pursue academic excellence. Besides, school uniforms have little effect on reducing bullying and violent attacks. As such, it is the responsibility of the school administrators to enhance security in schools to deter bullying and violence. Also, school uniforms have little influence on academic performance as excellence can only be achieved by a student's commitment and hard work.

References

Cherry, K. (2020, January 24). Ten cognitive biases that distort your thinking. Verywellmind. Retrieved from https://www.verywellmind.com/cognitive-biases-distort-thinking-2794763

Elbow, P. (2006). The believing game and how to make conflicting opinions more fruitful. Nurturing the peacemakers in our students: A guide to teaching peace, empathy, and understanding, 16-25.

Procon.org. (2020). Should students have to wear school uniforms? Procon.org. Retrieved from https://school-uniforms.procon.org/