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This study used role theory to analyze dress codes for teachers to discern what dress items expressed role embracement and role distance. Inductive content analysis of teacher dress codes in 103 U.S. K-12 school handbooks revealed three categories of dress: (a) conventional dress (mentioned in 97.1% of the dress codes); (b) casual dress (mentioned in 45.6%); and (c) immodest dress (mentioned in 36.9%). Considering prescribed and proscribed items in the dress codes, conventional dress (appropriate professional dress) expressed role embracement and casual and immodest dress (inappropriate and/or unprofessional dress) reflected role distance. FCS teachers can demonstrate role embracement by choosing appropriate dress for their profession-teaching-and for their workplace-the school.
The dress and appearance of teachers have triggered interest in dress codes (Barker, 2003; Waters, 2006). That is, teachers' dress is sometimes viewed as inappropriate for their role. For example, "the teacher who interviewed in slacks, won a job, and showed up for work in shorts that showed two legs covered in intricate, permanent artwork" (Solochek, 2007, p. 2). In some school districts, teachers have been reprimanded "for wearing skimpy tops, short skirts, flip-flops, jeans, T-shirts, spandex, or baseball caps" (Feller, 2005, para. 2). "Some teachers also were attending evening meetings with parents dressed very casually, including wearing shorts" (Delisio, 2005a, para. 32). "Low-cut jeans with thong underwear exposed . . . outfits meant for a nightclub rather than a school . . . and short skirts that expose way too much for a classroom environment . . . that's what some people are saying about the teachers" (Spicuzza, 2006, para. 1-2). "I've seen .... teachers in sweats and flip-flops and baggy, sloppy shorts" (Calovich, 2007, para. 11). Such attire can be the motivation for dress codes. For school districts, teacher dress codes are a way to promote professionalism, improve the classroom learning environment, and emphasize the need for teachers to consider their status in the educational hierarchy.
REVIEW OF LITERATURE
Within the context of role theory, a status is a socially recognized position (Stryker, 1973; Tischler, 2007). Positions refer to types of people in a society, for example, teachers, students, principals, superintendents. When a positional label is assigned, certain behaviors are expected from the person and others behave toward the person based on those...