ERIC Number: EJ913657
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
Media Frames regarding Teacher Dress: Implications for Career and Technical Education Teacher Preparation
Freeburg, Beth Winfrey; Workman, Jane E.
Career and Technical Education Research, v35 n1 p29-45 2010
The purpose of this study was to explore teacher dress in United States schools as presented in the newspaper. Twenty-nine articles were examined to answer three questions. Results revealed: (a) the newspaper provided four contexts for processing information about teacher dress--roles, control, impression management, and educational learning environment; (b) three categories of teacher dress were identified as inappropriate dress for teachers: casual dress, sexually revealing dress, and dress that violated conventional norms; and (c) 28 articles contained opinions about a dress code policy for teachers--proponents (most frequently school boards and administrators), opponents (most frequently teachers and their unions), or unspecified (most frequently school boards and administrators). Implications for CTE teacher preparation based on National Council for Accreditation of Teacher Education (NCATE) dispositions are included with special consideration for CTE learning and work environments.
Descriptors: Dress Codes, Teacher Education Programs, Work Environment, Educational Environment, Accreditation (Institutions), Standards, Teacher Behavior, Vocational Education, Vocational Education Teachers, Personnel Policy, Employment Practices, Clothing, Newspapers, Mass Media Role
Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site: http://www.agri.wsu.edu/acter/publications/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A