Lise Öğrencilerinin Okul Kıyafeti Tercihleri ve Bunların Okuldaki Yansımaları

Year 2021, , 1317 - 1351, 31.08.2021

Murat Canpolat

https://doi.org/10.17679/inuefd.972880

Cited By: 1

Abstract

Türkiye’de bazı devlet okullarında üniforma, bazı devlet okullarında serbest kıyafet resmi olarak uygulanıyor görünse de gözlemler tutarlı bir uygulamanın olmadığı yönündedir. Bu tutarsız uygulamaların öğrencileri nasıl etkilediği hakkında çok az şey bilinmektedir. Bu araştırmada Malatya ilinde lise eğitimine devam eden ergenlerden elde edilen veri kullanılarak, ergenlerin okul kıyafetinin nasıl şekillendiği ve bu kıyafetlerin okulda hangi sorunlara neden olduğu değerlendirilmiştir. Bu amaçla yaşları 16 ila 18 arasında değişen 36 lise öğrencisi ile nitel görüşme yapılmıştır. Yapılan nitel görüşmelerin tematik analizi sonucunda şu üç ana tema belirlenmiştir: ‘kıyafeti tercihi, kıyafet tercihini etkileyen faktörler, kıyafet tercihinin okulda yansımaları’. Elde edilen bulgular çerçevesinde psikolojik yardım hizmeti sunan profesyonellere ve okul yöneticilerine uygulamaya yönelik öneriler sunulmuştur.

Keywords

okul kıyafeti, lise öğrencisi, tematik analiz

School Dress Preferences of High School Students and Their Reflections in School

Abstract

In some state schools in Turkey uniforms, some free dresses formally implemented in public schools may seem observations is that there is a consistent practice. Little is known about how these inconsistent practices affect students. In this study, using the data obtained from adolescents attending high school education in Malatya province, how the school dress of the adolescents are shaped and what problems these dresses cause in school were evaluated. For this purpose, qualitative interviews were conducted with 36 high school students between the ages of 16 and 18. As a result of the thematic analysis of the qualitative interviews, the following three main themes have been determined: "dress preference, factors affecting dress choice, reflections of dress choice in school". Practical suggestions were given to professionals and school administrators who provide psychological assistance within the framework of the findings.

Keywords

school dress, high school student, thematic analysis

References

• Akça, R. P., Baran, G., & Bıçakçı, M. Y. (2011). 15-18 yaş grubu ergenlerde giysi seçimini etkileyen faktörler. e-journal of New World Sciences Academy, 6(2), 175-186.
• Alspach, K. (2007). Measured look at uniforms: Alternative to dress code. Boston Globe, MA, May 17.
• Arthur, B. L. (1999). Introduction: Dress and the social control of the body. In L. B. Arthur, (Ed.), Religion, dress and the body (pp. 1-7). Oxford: Berg.
• Bağçeci, B., Günen-Deliçay, F., & Yıldırım, İ. (2017). Opinions of teachers and students on free dress code applications. Pegem Eğitim ve Öğretim Dergisi, 7(1), 159-188, http://dx.doi.org/10.14527/pegegog.2017.006
• Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
• Baumann, C., & Krskova, H. (2016). School discipline, school uniforms and academic performance. International Journal of Educational Management, 30(6), 1003-1029.
• Blumer, H. (1998). The methodological position of symbolic interactionism. Sociology. Thought and Action, 2(2), 147-156.
• Bodine, A. (2003). School uniforms and discourses on childhood. Childhood, 10(1), 43-63.
• Boyatzis, R.E. (1998). Transforming qualitative information: thematic analysis and code development. Sage.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. DOI: 10.1191/1478088706qp063oa
• Caruso, P. (1996). Individuality vs. conformity: The issue behind school uniforms. Nassp Bulletin, 80(581), 83-88.
• Chaplin, L. N., & John, D. R. (2005). Materialism in children and adolescents: The role of the developing self-concept. Advances in Consumer Research, 32(1), 219-220.
• Chapman, E., & Smith, J. A. (2002). Interpretative phenomenological analysis and the new genetics. Journal of health psychology, 7(2), 125-130.
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis SAGE Publications Inc.
• Cohen, E. H., Kramarski, B., & Mevarech, Z. R. (2009). Classroom practices and students’ literacy in a high and a low achieving country: a comparative analysis of PISA data from Finland and Israel. Educational Practice and Theory, 31(1), 19-37.
• Cox, J., & Dittmar, H. (1995). The functions of clothes and clothing (dis) satisfaction: a gender analysis among british students. Journal of Consumer Policy, 18(2-3), 237-265.
• Creswell, J. W. (2003). Research design: qualitative, quantitative and mixed methods approache. California: Sage Publication.
• Creswell, J. W. (2005). Educational research. planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson Education.
• Curtis, A. C. (2015). Defining adolescence. Journal of adolescent and family health, 7(2), 2-39.
• Davis, F. (1992). Fashion, culture and identity. Chicago: University of Chicago Press.
• Demir, E., & Köse, M. (2017). Okullarda kıyafet serbestliğine ilişkin öğrenci görüşleri. The Journal of International Lingual Social and Educational Sciences, 3(2), 159-176.
• Denzin, N. (1989). Interpretive interactionism. CA: Sage Publications.
• Elliott, G. R., & Feldman, S. S. (1990). Capturing the adolescent experience. In S.S. Feldman & G.R. Elliot (Eds.), At the threshold: The developing adolescent (pp. 1-13). Cambridge: Harvard University Press.
• Erden, A. (1998). Anadolu Giysi Kültürü. Ankara: Atilla Erden Yayınları.
• Erikson, E. H. (1993). Childhood and society. New York: W.W. Norton Company.
• Erkan, S. (2003). Okullarda tek tip ya da serbest kiyafet. Kuram ve Uygulamada Eğitim Yönetimi, 34(34), 268-279.
• Evance, M. J., Moutinho, L., & Raaij, W. F. V. (1996). Applied consumer behavior. New York: Addison-Wesley.
• Feldman, R. S. (2008). Development Across the Life Span. New Jersey: Pearson Prentice Hall.
• Geen, R. G. (1995). Human motivation: A social psychological approach. Belmont, CA: Wadsworth.
• Gentile, E., & Imberman, S. A. (2012). Dressed for success? The effect of school uniforms on student achievement and behavior. Journal of Urban Economics, 71(1), 1-17.
• Gunter, B., & Furnham, A. (1998). Children as consumers. New York: Routledge.
• Gündüz, H. B., & Süer, N. B. (2016). Ortaöğretim öğrencilerinin serbest kıyafet politikasına ilişkin görüşleri: Mümtaz Turhan Sosyal Bilimler Lisesi örneği. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, 6(1), 13-75.
• Howe, H. (1996). School uniforms: Leaning toward the sortans and away from the athenians. Education Week, 15(28), 36-52.
• Husserl, E. (1970). The crisis of European science and transcendental phenomenology. IL: Northwestern University Press.
• Issel, L. M. (2004). Health program planning and evaluation: A practical, systematic approach. Sudbury. MA: Jones & Bartlett Publishers.
• John, D. R. (1999). Consumer socialization of children: a retrospective look at twenty-five years of research. Journal of Consumer Research, 26,183-213.
• Kaiser, S. 1997. The Social Psychology of Clothing: Symbolic Appearances in Context. New York: Fairchild.
• Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business horizons, 53(1), 59-68. https://doi.org/10.1016/j.bushor.2009.09.003
• Kapucu, S., & Sezgin, F. (2015). Liselerde serbest kıyafet uygulamasının çok perspektifli analizi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 681-704, http://dx.doi.org/10.14527/pegegog.2015.037.
• King, K. A. (1998). Should school uniforms be mandated in elementary school. Journal of School Health, 68(1), 32-38.
• McCarthy, M. (2001). Restrictions on student attire: dress codes and uniforms. Educational Horizons, 79(4), 155-157.
• Merriam, S. B. (2015). Qualitative research: Designing, implementing, and publishing a study. In Handbook of research on scholarly publishing and research methods (pp. 125-140). IGI Global.
• Miles, M. B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. London: Sage.
• Miller, K. A. (1997). Dress: Private and secret self-expression. Clothing and Textiles Research Journal, 15(4), 223-234. doi: 10.1177/0887302x9701500404.
• Milli Eğitim Bakanlığına Bağlı Okul Öğrencilerinin Kıyafet ve Kıyafetleri Yönetmeliği. (2013, 25 Temmuz). Resmi Gazete (Sayı: 28718). https://www.resmigazete.gov.tr/eskiler/2013/07/20130725-14.htm
• Murray, R. K. (1997). The Impact Of School Uniforms On School Climate. NASSP Bulletin, 81 (593), 106.
• Murray, S. (1999). Saving our so-called lives: Girl fandom, adolescent subjectivity and my so-called life. In M. Kinder (Ed.), Kids' Media Culture (pp. 221-235). Duke University Press.
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousands Oaks: Sage Publications.
• Peters, K. (1996). Can uniforms improve school climate? Thrust for Educational Leadership, 25, 36-37.
• Piacentini, M., & Mailer, G. (2004). Symbolic consumption in teenagers’ clothing choices. Journal of Consumer Behaviour, 3(3), 251-262.
• Rosenberg, M. (1979). Conceiving the Self. Florida: Krieger Publishing Company.
• Sanchez, J. E., Yoxsimer, A., & Hill, G. C. (2012). Uniforms in the middle school: Student opinions, discipline data and school police data. Journal of School Violence, 11(4), 345-356.
• Shim, S., & Koh, A. (1997). Profiling adolescent consumer decision-making styles: Effects of socialization agents and social-structural variables. Clothing and Textiles Research Journal, 15(1), 50-59.
• Solomon, M. R. (1989). The psychology of fashion. Toronto: Lexington.
• Solomon, M. R., & Douglas, D. P. (1989). The female clothes-horse: From aesthetics to tactics. In M. R. Solomon, (Ed.), The psychology of fashion (pp. 387-401). Toronto: Lexington.
• Statista Research Department (2020). U.S. average-income teen expenditure share by category 2018. Germany.
• Stoneman, B. (1998, January). Teen spending keeps climbing. Forecast. Retrieved from http://www.demographics.com
• Taneri, P. O., Ulutaş, B., & Akgündüz, M. M. (2015). Öğrencilere getirilen kılık kıyafet serbestliğinin okul bileşenleri gözünden incelenmesi Ankara örneği. Eğitim Bilim Toplum, 13(49), 32-60.
• Tanioka, I., & Glaser, D. (1991). School uniforms, routine activities and the social control of delinquency in Japan. Youth and Society, 23(1), 50-75.
• Tucker, W. H. (1999). How student uniforms impact teacher perceptions of climate in urban public middle schools. Unpublished doctorate dissertation, University of Minnesota, USA.
• Türkiye İstatistik Kurumu (2020). Hane Halkı Bilişim Teknolojileri Kullanım Araştırması Raporu. Ankara.
• Uğurlu, C. T., Doğan, S., Topçu, İ., & Demir, A. (2015). Serbest Kıyafet Uygulaması: Kim Ne Söyledi?. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 21(2), 213-246.
• Wade, K. K., & Standford, M. E. (2003). Public school uniforms: Effect on perceptions of gang presence, school climate, and student self-perceptions. Education and Urban Society, 35(4), 399-420.
• Woods, H., & Ogletree, E.(1992). Parents' Opinions of the Uniform Dress Code. ERIC No: ED367729.
• Workman, J. E., & Studak, C. M. (2008). Use of the means/ends test to evaluate public school dresscode. Educational Policy, 22, 295-326.
• Zollo, P. (1995, November). Talking to teens. American Demographics Retrieved from http://www.demographics.com