TT55 Controlling the Student

DOES YOUR SCHOOL TREAT STUDENTS DIFFERENTLY BASED ON THEIR IDENTITY CHARACTERISTICS? IF SO, IT’S TIME FOR A POLICY MAKEOVER. BY ALICE PETTWAY ILLUSTRATION BY REBECCA CLARKE An elementary student is sent home from her Texas school for wearing her hair in Afro puffs. • A Louisiana senior is forbidden to wear her tux to prom. • Three students in Pennsylvania are told they can’t use the bathrooms that match their gender identities. • An Illinois school releases a dress code flier that features two young women, one labeled “distracting” and “revealing,” the other “ladylike.” These are not isolated incidents. Similar stories preventing students from using gender-aligned have been reported in K–12 schools across the facilities send a similar message to students: United States, and more unfold every day. Nor “Your identity is a problem.” are they unrelated. Each situation was the result of a policy that treats students differently based A Culture of Respect on their identities. Thomas Aberli, former principal at Atherton High These policies may be based on good intentions School in Kentucky, says it’s important for school and rely on aspirational words like “respectable,” communities to consider what it really means—on “safe” or “appropriate.” But when, for example, a a practical level—to respect someone whose iden- hair policy disproportionately affects black students, tity is different from yours. Making sure school it reveals a harmful bias: the perception that natural policies are inclusive is a reflection of “how we black hair is none of those things. should treat one another in society,” he says. “[W]hile I teach my daughter that her natural In 2014, a freshman student at Atherton High beauty is perfect, this assistant principal is giving School approached the teacher sponsor of the my daughter the message that her natural beauty school’s gay-straight alliance looking for help telling is not good enough!” lamented the mother of the the administration that she was transitioning. Under Texas student in an April 2016 Facebook post. Aberli’s leadership, Atherton High School assessed Gender-based dress codes and regulations how to make its bathroom, locker room and dress SPRING 2017 51 code policies more inclusive—a process seems disruptive or inappropriate. Is it hairstyles connected historically with mar- that drew some criticism from the wider truly disruptive, or is it just different? If ginalized groups sends the message that school community. the answer is different, says Macon, then it’s OK for institutions to decide whose Opposition to the policy changes was “educators should adjust their percep- bodies are acceptable and whose aren’t. more philosophical than practical, says tion of what is appropriate rather than Joel Baum, senior director of pro- Aberli. He recalls a conversation with requiring students to fundamentally fessional development at the nonprofit one parent who said, “My daughter will alter their bodies and identities.” advocacy group Gender Spectrum, says not see a penis until her wedding night!” the same principle applies when stu- Aberli says he responded, “You know Putting Policies in Context dents aren’t allowed to use bathrooms what, I have no control over that, but I School policies reflect the culture of a and locker rooms that align with their will tell you that this policy is not going to particular school and community, but gender identities. These restrictions permit your child to see sexual organs of they also—often inadvertently—reflect can amount to an endorsement of dis- any child of any gender in the restroom. both the good and the bad aspects of crimination by schools. “If the institu- That’s not what the intent of this is, and our larger society. tion specifically says you don’t get to if that becomes an issue, then we can deal Macon says problems arise when use the spaces that the other boys and with that from a disciplinary standpoint.” appropriateness is judged by schools in girls get to use ... [i]t’s not just saying “By the end of a 15- to 20-minute con- a way that favors certain ethnicities and you’re stigmatized,” says Baum. “It’s versation like this,” says Aberli, “most races. “Race in America is about more saying, ‘We not only think you’re dif- parents were like, ‘You know what? Not than just skin color. It extends to cer- ferent—we think you’re dangerous. We only do I respect the decision that you’re tain traits and stereotypes that become think you’re a problem. We can’t expose making, I feel like this makes our school inescapably intertwined with how we the other students to you.’” safer for every child in the building.’” view certain groups,” she says. “Afros, Baum finds gender-biased dress Fear of the unfamiliar or threatening dreadlocks, Afro puffs, cornrows, et codes equally harmful, particularly is often at the heart of policies that tar- cetera, are correlated with prototypi- if they imply that a student’s body is get traditionally black hairstyles as well. cal ‘blackness,’ and any associated neg- shameful or if they focus on preventing Attorney Anna-Lisa F. Macon, who has ative connotations. In banning black sexual arousal in boys. “Some kids have written about racialized hairstyle prohi- hairstyles because of those subcon- vulvas and some kids have penises. It’s bitions, says educators may not be con- scious associations, educators implic- OK to see one person’s belly button, but sciously targeting black students with itly devalue black students.” not the other’s?” he says. “And what are their hair policies, but they need to stop The impact of these policies goes we saying to our girls? It further objecti- and consider why a certain hairstyle beyond individual students. Denigrating fies them, further sexualizes them.” IS MY SCHOOL DRESS CODE GENDER-INCLUSIVE? Gendered dress codes can harm students in a variety of ways. Use this flow chart to assess your school’s dress code for gender bias. DOES YOUR DRESS CODE DOES YOUR DRESS DO GIRLS REQUIRE THAT CODE USE WORDS LIKE GET MORE A STUDENT’S RESPECTABLE, REVEAL- NO DRESS-CODE NO GENDER NO ING, PROVOCATIVE OR VIOLATIONS EXPRESSION DISTRACTING? THAN BOYS? MATCH THEIR NO SEX ASSIGNED Does your dress AT BIRTH? code have different YES rules for male and female students? YES YES YOUR DRESS CODE YES SEEMS TO BE INCLUSIVE AND PROACTIVE. It honors students’ rights as individuals, which supports a safe learning environment. Way to go! Your dress code may seem to be targeting clothing, but it may actually be targeting students’ identities. Students—regardless of gender identity or gender expression—need a clear, agreed-upon set of guidelines for how everyone should dress in a school environment. Gendered guidelines can humiliate students and even rob them of instructional time. 52 TEACHING TOLERANCE It is easy to get caught up in the intentions or conventions underpinning a given policy; taking a step back and thinking more broadly, say Baum and other experts, allows a school to eval- uate whether its policies demand that students conform their bodies to a dom- inant-culture expectation. Such policies undermine the school’s obligation to support all students and guide them toward becoming adults able to function in and appreciate a diverse society. As Baum says, “We end up putting the onus on a kid wearing [certain] clothes, or trying to use the bathroom, or being trans, or wearing a particular hairstyle or wearing the hijab—or whatever it might be—that is ‘inflammatory’ for other people. Whose issue is it? … If you are not creating—[with] direct behavior and not just [with] your existence—a problem for another person, then why is it anyone’s business?” Changing policies isn’t easy, but making both administrative and cultural But It’s Distracting! shifts toward being more inclusive is pos- sible. Aberli says, in the end, the Atherton It’s not uncommon to hear aspects of a student’s appearance or behavior dismissed as High School decision-making council distracting and inappropriate. Because these assertions are so vague, they can be difficult voted to change the school’s policies to to rebut. Try these suggested responses. be more inclusive; they’ve had no further opposition since the policy was imple- COMPLAINT Cornrows glorify “street” culture. mented. The mother of the little girl with RESPONSE This coded language associates a traditionally black hairstyle with criminal Afro puffs put several follow-up posts on behavior. Remind the speaker that hair doesn’t “do” anything, and that the associations Facebook thanking those who had helped we have with hairstyles are contextual; if we don’t examine these associations, we run the further the discussion. She reported that risk of communicating our biases to students. If a student is engaging in criminal behav- her daughter’s school apologized and ior, address the behavior. Being overly controlling about a student’s self-expression is would be revising its dress code. counterproductive when it comes to helping them feel valued and invested in school. Aberli says he’s proud that Atherton embraced the idea that respecting indi- COMPLAINT That outfit isn’t “ladylike.” vidual differences is a strength rather RESPONSE School communities have a right to agree on and enforce dress codes— than a weakness. just not dress codes that have different requirements for some kids than for others. “When you feel and see that a variety Encourage self-reflection. Ask, “Do our clothing policies differ based on gender?” “What do of different life views provides a strength they imply about our society’s gender norms?” “Do our policies objectify young women in a community as opposed to a divisive- by sending them the message that their bodies are inherently sexy?” “Do they reinforce ness, then you’re better able to embrace rape culture by implying that young men are unable to control themselves?” dealing with change and dealing with how to manage a situation in which you COMPLAINT I’m uncomfortable being in the bathroom with a student have to address how we are different who is transgender.

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