Suspending Self Expression Part 3 by ggenyc

Suspending

Self-Expression PartIII

Girls for Gender Equity ©

GirlsforGenderEquity(GGE)worksintergenerationally,throughaBlackfeministlens, tocentertheleadershipofBlackgirlsandgender-expansiveyoungpeopleofcolorin reshapingcultureandpolicythroughadvocacy,youth-centeredprogramming,and narrativeshifttoachievegenderandracialjustice.

ggenyc.org media@ggenyc.org

GirlsforGenderEquity(GGE) 25ChapelStreet,Suite1006 Brooklyn,NY11201

Suspending Self-Expression Part I: An Audit of Student Handbooks throughout New York State

SuspendingSelf-ExpressionPartII: Punishing Girls of Color in New York City Schools Through Dress Code Enforcement Citations

GirlsforGenderEquity(2020,January16).SuspendingSelf-ExpressionPartI.ISSUU. https://issuu.com/ggenyc/docs/suspending self-expression a report from girls fo GirlsforGenderEquity(2021,October10).SuspendingSelf-ExpressionPartII.ISSUU. https://issuu.com/ggenyc/docs/suspending-self-expression-part-ii

INTRODUCTION

early2020,GirlsforGenderEquity(GGE)released“SuspendingSelf-Expression”,anauditof100 dresscodesfromNewYorkCitypublicschoolsexaminingprohibitionsongenderedwaysofdress Thisreportrevealednumerousrestrictionsonfemininedressthatallowforsexismand heteronormativeideasofgendertoprevail.ByAugust2020,GGEexpandeditsaudittoinclude schoolsacrossNewYorkState,“SuspendingSelfExpression:PartII”,inresponsetothefederal appealscourtrulingthatTitleIX,thefederallawprohibitingsexdiscriminationinschools,prohibits schooldresscodesthatdiscriminateonthebasisofsex.(1)Followingthereleaseofthatreportin 2021,theNewYorkCityDepartmentofEducation(DoE)reviseditsguidanceonschooldresscodesin alignmentwithupdatedfederalregulationsandcondemnedpoliciesthatprohibitstudentsfrom wearingclothingconsistentwiththeirprotectedidentities(2)Morerecently,theDoEupdatedtheir guidancetoincludelanguagethatconsiders“evolvinggenerational,cultural,social,andidentitynorms”,whichcouldserveastheframeworkformodeldresscodepoliciesforothercities.Our renewedreportisanassessmentofwhetherschoolswithinNewYorkCityschooldistrictsare measuringuptotheseDoE’sstandards.WedivedeeperintothepersonalstoriesofBlackgirlsand gender-expansiveyouthofcolorandhowtheculturalinfluencesofsocialmediashapetheir experienceswithdresscodesinschools.Thisnewauditincludesayouth-ledevaluationof20222023schoolyearhandbooksanddresscodepolicies Wedidthisworktodetermineifschools acrossfiveboroughsinNewYorkCityhaveaccessible,genderneutralandequitabledresscode policiesthatadheretotheDoE’sguidanceandothercriteriarelevanttoprotectinggenderidentity andexpression

Whendresscodesdon’treflectstudents' cultureandexperiences,theycanfeel isolatedandrestrictedinexpressing themselves.Policiesshouldrespect students'identitiestofosterasenseof belonginginschoolthroughcode enforcement–suspendingtheirselfexpression.

Whendresscodesdon’treflectstudents'culture andexperiences,theycanfeelisolatedand restrictedinexpressingthemselves Policies shouldrespectstudents'identitiestofostera senseofbelonginginschool AndformanyBlack girlsandgender-expansiveyouthofcolor, expressionthroughtheirhair,clothingand makeupiswheretheyfindsolaceandtake agencyinexpressingthemselvesandtheir identities.Thisreportwilldemonstratethatschools thatattunetothecultureofyoungpeopleand meetthemoment,fosterenvironmentswhere everystudentfeelsvaluedandunderstoodandis pavingthewayfortheirsuccessandoverall, healthywell-being

INTRODUCTION

Overview:Thefollowingtimelineexaminesthe trajectoryofdresscodealignmentbetweentheLocal GovernmentandGirlsforGenderEquity.

2020

January

FormerCouncilMemberBradLander introducedtwodresscodebills:

Int1858-2020:RequirestheNYC DepartmentofEducation(DoE)to reportonschooldresscodepolicies, includingdetailsaboutthepolicies, disciplinaryprovisions,website postings,andviolations 1

Res1230-2020:CompelstheDoEto createaninclusivedresscodepolicy thatcomplieswithTitleIXand considersdiversecultures,gender expressions,andbodydiversity 2

FormerCouncilMemberBradLanderalso calledforschoolstoeliminategenderbiaseddresscodes,citingGGE’sresearch

DoErevisedit’sguidanceinalignmentwith updatedfederalregulationsand condemnedpoliciesthatprohibitstudents fromwearingclothingconsistentwiththeir protectedidentities

Key: GirlsforGenderEquity(GGE)

LocalGovernmentAction

GGEbeganNYCauditofstudent handbook–collectingdataand researchforSuspendingSelfExpression:PartI

January

SuspendingSelf-Expression:PartI released

August

GGEbeganastatewideauditof studenthandbooks–collectingdata andresearchforSuspendingSelfExpression:PartII

SuspendingSelf-Expression:PartIIreleased

INTRODUCTION

Overview:Thefollowingtimelineexaminesthe trajectoryofdresscodealignmentbetweentheLocal GovernmentandGirlsforGenderEquity.

2023

Key: GirlsforGenderEquity(GGE) LocalGovernmentAction

December

GGEbeganNYCauditofstudent handbook–collectingdataand researchforSuspendingSelfExpression:PartIII

2024

February

DeputySpeakerDianaAyala introducedbillInt118-2024,requiring theNYCDepartmentofEducation (DoE)topostdresscodepolicies onlineandreportonschooldress codes,includingdataonviolations andpenaltiesbymonth,week,student race,andgender Thisreportingwill endafter5years

March

CouncilMemberAltheaStevens introducedRes0292-2024,urgingthe DoEtocreateaninclusivedresscode policythatcomplieswithTitleIXand considersdiversecultures,gender expressions,andbodydiversity

June

GGEyouthandpartnerorganizations testifyattheeducationhearingon bothbills

RESEARCH

Inthisresearch,weconsideredthewaysinwhichsocialmedia’s influenceimpactsyouthdressandevaluatedhowschoolswere respondingtothisinrelationtotheDoE’scurrentdresscode guidelines.Thecurrentevolutionofschooldresscodeguidance inNewYorkCityaddressesthepotentialforbiasesand discriminationinitswrittenlanguage.However,weacknowledge thatsexismandracismstillpersistswithinschoolcommunities andenforcementisoftensubjective,withadolescentgirls reportingobjectificationandharsherdisciplinaryactionduring dresscodeviolations(3)Thedisciplinarydiscrepanciesarestark, withBlackgirlsfourtimesmorelikelytobesuspendedorexpelled thanwhitegirls(4)Dresscodepoliciesthatenable disproportionateenforcementleadstonegativeconsequences likelearninglossandbeingpushedoutoftheirschoolsandinto thecarceralsystem,oftenreferredtoas“pushout,”asBlackgirls makeupoverone-thirdofallschool-relatedarrestsdespite beingonly16%offemalestudents(5)

“Insteadofpolicing studentsbodies, policethewaythat teacherslookat them”- ni

Particularlyforqueeryouthofcolor,dresscodesthat reinforcethegenderbinaryarethemostrestrictiveandits enforcementisdisparagingontheirself-esteem.Withover1 millionU.S.adultsidentifyingasnon-binaryin2021,and transgenderandnon-binarystudentscontributingtohigher suicideratesamongqueeryouth(6),theurgencyto addressgenderedanddiscriminatorydresscodesis increasing(7)

Forthisnewreport,ourresearchposesthequestion:“How doschooldresscodepoliciesinahyper-digitaleraaffect theexpressionoftheirfemaleandnon-binarystudentsin NewYorkCity?”InpartnershipwithGGE’sYouthAlumna RaynaYoung,weconductednewresearchtoevaluate currentdresscodepoliciesandcapturedthestoriesof youthexperiencingdresscodesinNewYorkCity

METHODOLOGY

Toanalyzehowschooldresscodepoliciesaffectstudents'self-expression,weusedamixedmethodsresearchapproachthatcombinedquantitativeandqualitativedata.Thisincludedauditing currentNewYorkCityschooldresscodesandcollectingstoriesofthelivedexperiencesofgirlsand gender-expansivestudentsinourprograms.Incorporatingqualitativestorytellingwasessentialto provideamorecomprehensiveanalysisanddeeperunderstandingofhowthesepoliciesimpact NewYorkCitystudents

OurresearchbeganwithaFreedomofInformationLaw(FOIL)requesttotheDoEfordisciplinarydata ondresscodeinfractionsforsecondaryschoolsoverthepasttwoyears Wefocusedonsecondary schools(servinggrades7to12)asopposedtolowergradelevelsbecausesecondaryschool studentsarebeginningtodevelopapersonalsenseofstyleandexerciseindependenceintheir choicesand,morefrequentlyusesocialmediaasameansforinspiration.TheFOILrequestreturned redacteddatafrom128schoolsacrossfiveboroughs,whichweusedasasampletodoanauditof theirdresscodepoliciestodetermineiftheyareinalignmentwiththeDoE’snewgender-neutral guidanceissuedin2021 Toacquirethesample’sdresscodepolicies,wesearchedforstudent handbooksontherespectiveschools’websitesandconductedoutreachtoschooladministrators whenhandbookswereinaccessible Inourauditofthesehandbooks,weidentifiedandsearchedfor commonthemesguidedbytheDoE’sstandards:

GenderNeutral:Dresscodesmusthavegenderneutral,uniformlyapplied language.Thismayincludeprohibitingaspecificgenderfromwearing particularattire,orprohibitingcertaintypesofclothingthatisstereotypically associatedwithonegender.

Trends:Schoolsmustexaminethereasoningandjustificationforeachdress coderequirementandshouldnotreflectorpromotegenerational,cultural, social,oridentitybiases.Thiscouldincludestrictrequirementsforpopular trendsandaesthetics.

ClothingLength:Dresscodesshouldnotmentionspecificlengthandwidthof clothingtoavoiddiscriminationofbodytypesandoptinforgenerallanguage thatpromotescoverageofprivatebodyparts.

METHODOLOGY

Ascoringsystemwascreatedbyevaluatingthese5commonthemes,inadditiontoassessing theavailabilityofDressCodesonline.Eachschoolandboroughweregivena“ReportCard”grade thatreflectedhowequitablythedresscodewaspresented,whetheritreinforceddiscrimination and,howwelltheschoolcommunicateditsstandards

Inadditiontothisdatacollection,weconductedsurveysandfocusgroupinterviewsofyouthin GGEprograms:SistersinStrength(SIS),YoungWomen’sAdvisoryCouncil(YWAC)andSpeakers’ Bureau,aswellaswithGGEalumni Weusedthesestudents’storiestocomplementthe quantitativedataandprovidecontextualdetailsthatthehandbookauditcouldnotcapture In ourqualitativeresearch,weoverwhelminglyfoundthemesthatsupportedourfindingsofthe schoolhandbookaudit

FINDINGS

Associetalnormsevolveandfashiontrendsadapttoreflectyouthfulculture,schooldresscodes arebeingchallengedtoalignwithmodern-dayrealities Dresscodesthatfailtoconsiderthe currentculturalcontextcanleadyoungpeopletofeelsingledoutormarginalizedthrough enforcement,thereby,suspendingtheirself-expression.Respectanddignityforstudentsmeans understandingtheirworld,acknowledgingwhatmatterstothem,andintegratingtheircultureinto thespacestheyoccupy.Whenpoliciesdonotreflectstudents'lives,itcreatesadisconnect, makingthemfeellikeoutsidersintheirownschools.(8)Thefindingsinthisreporthighlightthat differentboroughsusedifferentlanguageintheirdresscodepoliciesandthattheuniformitythe DoEhopedtocultivatethroughitsdresscodeguidelineshasnotyetbeenrealizedtoitsfull potential

Inourresearch,wefoundthatschoolsacrossallfiveboroughsrankedanaverageCscore(60 percentile)incompliancewiththeDoE’sGuidelinesondresscodes.

Brooklynrankedhighest,withpositiveexamplesofcompliancewiththese guidelines,andtheBronxrankedthelowestwithacomparablesamplesize.

Despitethevaryingdifferencesindresscodepoliciesacrossallboroughs,therewasarecurrent practiceofreferencingnotionsof“safetyandrespectability”and/or“professionalism”

AccessibilityofDressCodesOnline

Oneofthebiggestchallengeswefacedinconductingthisresearchreflectsamajorissuewith dresscodesinNewYorkCityschools–alackofaccessibility,transparency,andconsistency.Out of128schoolsinthesample,only53%madetheirhandbooksordresscodeguidelinespublicly available.Thiswouldnotbeamajorissueifthedresscodewasmadeaccessibletostudents throughphysicalcopiesorviain-personinstruction However,thisisnotcommonpracticein manyschoolsasthemajorityofstudentsthatwesurveyedandinterviewedsaidthattheir schools’dresscodes,andrepercussionsforfailuretocomplywiththem,werenotcommon knowledge,norweretheyreferencedwithanyfrequencyoropennessinconversations

FINDINGS

AccessibilityofDressCodesOnline-Continued

Thisleavesthedooropenforavarietyofissues–fromstudentsfacingpunishmentforrulesthey donotevenknowexist,todiscriminationaroundwhichgroupsofstudentsfacepunishmentfor dresscodeviolations Withoutclearandconsistentguidelines,manystudentssaidtheysaw “favoritism”playoutinwhowaspunishedfordresscodeviolations

Evenstill,withdresscodesthatarepubliclyaccessible,therestillexistsrampantdiscriminationin languageused,suggestedstandardsanddresscoderequirements,asaresultofinconsistent ruleenforcement.Thestudentswespoketooftensaidthatdresscodeinfractionswere disproportionatelygivenouttogirlsandnonbinaryyoungpeopleofcolor,andstudentswithfuller figuresorbodydiversitywerescrutinizedmoreharshlyfortheirclothingchoices.Everysingle participantinourstudysaidtheysawgirlsandfemmespolicedmorethanboys-sometimes whenwearingthesamestyleofclothing(ie,tanktops) Thiswasaclearindicationthat prejudicialbiasesroutinelyimpactedenforcementdecisionsandthedisciplinaryactionsthat followed

Theme1:Identity-AffirmingHairandClothes

ThereportcardforTheme1:Identity AffirmingHairandClothes,hadthe highestoverallaveragescoreof88%,with twoboroughsscoring100%,andthe lowestscoringborough theBronx scoring75% Althoughtherewerefrequent referencestoheadwearlikedu-ragsand bonnettsinthehandbookaudit,which priorresearchconcludedhadracial connotations,ourstudentinterviews supportthefindingsfromourauditonthis theme,asitdidnotcomeupasamajor issueforthem.Thisthemewasimportant toexploreinourinterviewswithstudents becausesocialmediatrends,likeGet ReadyWithMeandHowtoLayYourLace Wigvideos,havenotableinfluenceon howyoungpeopleuniquelystyletheirhair andshowupintheworld.Basedonthis, wecanassumethatduetoenforceable legislation,suchasTheCrownAct(9), schoolsarelesslikelytowrite-inracially chargedlanguageexcludingidentity affirminghairandclothing

FINDINGS

Theme2:GenderNeutral

Theme2wasslightlylesssuccessfulthanTheme1,withManhattanscoring25%andallofthe otherboroughsscoring60%orabove Everysingleparticipantinourstudysaidtheyobservedgirls andfemme-presentingstudentspolicedmorethanboys–sometimesevenwearingthesame styleofclothing Althoughmostboroughsscoredanabove-averagegradeinhavingdresscodes withgenderneutralanduniformlyappliedlanguage,therewasacleardifferenceinwhatthe dresscodesaidandhowitwasenforcedinpractice,accordingtoouryouthinterviews.Social mediaplatformslikeInstagramandTikTokhavepopularizeddiverseformsofgenderexpression, especiallyforfemme-presentingandnon-binaryyouth.Yet,thisdigitalvisibilityhasincreased scrutinyinreallife,asmuchasitiscelebratedamongstyoungpeople Schoolpoliciesthatlag behindculturalshiftsexacerbatetheinconsistencybetweengenderneutraldresscodelanguage andenforcement,furthermarginalizingcertaingenderexpressions

FINDINGS

Theme3:Trends

Self-expressionisheavilyinfluencedbysocialmedia,popcultureandconsumerculture Although digitalmediahasalwaysbeenaninfluentialfixtureinsociety,thepandemicdrovea20%increasein socialmediaengagement(10),whichintensifiedthewaysinwhichweconsumecontent Now,inthis hyper-digitalworld,socialmediaplatformsserveasvirtualstageswheretrendsareborn,shared,and perpetuated,mostlyamongstyoungpeople.Thisideawascentraltoourresearchquestionforthis reportandourfindingsconfirmedtheimportanceofhighlighting“trends”asathemetoevaluate. Theme3onstrictrequirementsforpopulartrendsandaestheticswasthelowestscoringoverall,with nogradesabove50%inanyborough Theaveragescoreacrossalltheboroughswas37% Despite “InspirationfromSocialMediacreators”beingthethirdtopreasonforstudent’schoiceofclothing fromoursurveys,studentsalsoreportedthattheychoosenottoparticipateintrendsordifferent aestheticsatschoolbecausetheywerecalledoutmorebytheirteachers Inourauditofthe handbooks,wesawpoliciesthatfeaturedcertainphrasesthatwerecapitalized.Forexample,a schoolinQueenshad“Blacksneakersonly(NOCOLORS)”intheirdresscode.Thisemphasis demonstratestheintentionbehindlimitingcollectiveparticipationintrends.

FINDINGS

Theme4:ClothingLength

Clothinglength,especiallyrelatedtoskirtsandshorts,isa commonlyreferencedtopicingeneraldiscussionsofdress codes Pastresearchrevealedthatschoolsbelievetheyare mitigatingsexualharassmentbyreinforcing"modesty"and "appropriateness"intheirdresscodepolicies,whichis translatedthroughtheirinterpretationofwhatconstitutes acceptableclothinglength.Thisapproachshifts responsibilityontostudents'appearanceratherthan addressingtherootcausesofsexualharassment.This allowsschoolstoneglecttheessentialworkofbuilding culturesofconsentandcommittingtoendinggenderbasedviolenceinatransformativeway However,inour handbookaudit,wefoundthatschoolsscoredrelatively highacrossallboroughsonthistheme Whilelengthof clothingwasnotfrequentlymentioned,“coverageofbody parts”wasrepeatedlyused.Though,despitethefactthat languagemaynotexistonclothinglengthinthepolicies,it stillremainsaconsistentreasonfordresscodeinteractions forgirlsandfemme-presentingstudents,asreportedinour interviews

Whilelengthofclothingwas notfrequentlymentioned, “coverageofbodyparts”was repeatedlyused.Though, despitethefactthatlanguage maynotexistonclothing lengthinthepolicies,itstill remainsaconsistentreason fordresscodeinteractionsfor girlsandfemme-presenting students,asreportedinour interviews.

FINDINGS

Theme5:Subjectivity

Mucheducationjusticeadvocacy,alteredbyyearsof remotelearningandpoliticalshifts,emphasizesending thecriminalizationandsurveillanceofyoungpeople The subjectivityofdresscodesanditsenforcementisoften usedasatooltoover-policeyouthandfostersaculture ofsexism,racism,anddiscriminationofaperson's genderexpression.Thehandbookauditrevealedmany examplesofthis,butourinterviewsandfocusgroups revealedsomeofthemostshockingandoffensive examplesofteachersandstaffusingshaming,even demeaning,languagetocalloutstudents’clothing Students'experienceswithdresscodeenforcement revealthatcertainbodytypesandrelatedethnicities, races,andgenderswerepunisheddisproportionately Thedresscodepoliciesandtheirenforcementrarely honordiversityinreligious,cultural,orgenderidentity andadheretooutdatedideasof“professionalism”and “impropriety.”Thisconceptwasreflectedinour handbookaudit,whereTheme5,scanning‘Subjective andShamefulLanguage’resultedinthelowestscores acrossallboroughs Inourinterviews,wefounddifferent examplesofhowstudentsexperiencedsubjectivityof dresscodesenforcementthatsupporttheauditfindings

InterviewandSurveyFindings

Certainbodytypes,ethnicitiesandgenders comparedtotheircounterpartsfelttargeted disproportionately. Favoritismanddifferentgradelevelsplayeda majorroleinwhoexperienceddresscode infractions. “Safety”wasafrequentreasonfordresscode infractions,butrarelydidstudentsfeeltheir schoolsdresscodepolicykeptormadethem feelanysafer Theyouthparticpiantsfeltmorescrutinized andleeredatbytheirteachers(bothmale andfemale)thantheirfellowstudents,even thoughtheteachersoftensaidthattheir clothingwasdistractingfortheotherstudents. Studentsexperiencedfeelingsofunfairness becauseschoolsdidnotenforceperceived standardsofrespectabilityandaccountability onboysandmasculinepeoplewiththesame frequencyandconsistencythatwasexercised withgirlsandfemmecounterpartsandthat currentpracticesperpetuatedacultureof blamingwomenorfemininepeoplefortheir unwantedexperiences.

RECOMMENDATIONS

GGE,alongsidestudentsandpartnerorganizations,ledadvocacyinformedbythisresearch,which calledforaccountabilityandchangeswithintheDoE’sdresscodepoliciestoensurealignmentwith federalprotectionsofgenderexpression,identityandevolvinggenerationalandculturalnorms.In August2024,theresultofthisworkledtotwodresscoderelatedbillsenactedintoNewYorkCitylaw andupdatestotheDoE’sdresscodeguidance.Thefirstpieceoflegislation,Int.118-2024(11),will requireaccessibilityofdresscodepoliciesandanannualreportfromtheDoEtotheNewYorkCity Councilonthecontentoftheirdresscodepoliciesanddataondisciplinaryinfractionsincurredin violationofthesepolicies Thesecondbill,Res 292-2024(12),calledontheDoEtocreateaninclusive schooldresscodepolicythatcomplieswithTitleIXoftheFederalEducationAmendmentsActand accountsfordiversecultures,genderexpressions,andbodydiversity.

Post-passageofthesetwobillsandthemostrecentupdatestodresscodeguidance,we recommendfourbestpracticesforschoolstoadoptwhendraftingnewdresscodelanguageand identifiedpositiveexamplesofthesepracticesfromschoolsinourdatasample

Recommendation1:

Werecommenddraftingshorter,simplerdress codepoliciesthatarefreeofsubjectivelanguage Thesesubjectivetermsoftenleadto disproportionateenforcementandreflectimplicit biases.Policiesthatareclearandobjective,such asspecifyingrequiredattireforspecificactivities likephysicaleducation,tendtohavefewer violationsofthecriteriaidentifiedinthisresearch.

“Studentsareexpectedtobeinuniformevery day.Uniformchecksareconducteddaily. Shirts:shortsleevemaroonpoloshirtand/or longsleevemaroonpoloshirt. Pants/shorts/skirt:Blackorkhaki.Notpartof theuniform:t-shirts,jeans,sweatpants. coloredhoodiesorsweatshirts,Uggslippers, slides,crocs,sandals,flip-flops,baseballhats orhoodedsweatshirts.”-(Queens)

“Studentsareexpectedtodressneatlyin comfortableclotheseveryday.Ifthestudent hasphysicaleducation,propersneakersand exerciseclothingarerequired.Gym uniformsarevoluntaryandareonsaleat ourGOstore.”-(StatenIsland)

“Studentsareexpectedtowearcomfortable clothingthatallowsforfullparticipationin schoolactivities.Forphysicaleducation, appropriatesneakersandexerciseattireare required.Gymuniformsarevoluntaryand availableatourGOstore.”-(StatenIsland)

Resultafterremovingsubjectivelanguage

Recommendation2:

Werecommendschoolsopt-infor schooluniforms Uniformdresscode policiestendtobemorestraightforward andalthoughtheyhavebeenreported torestrictself-expressionsinalotof ways,theyhavethepotentialtobeless targetedintermsofgenderorracial

RECOMMENDATIONS

Recommendation3:

Werecommendthatschoolsexplicitlystate thevalueofself-expressionforyoungpeople intheirpolicies.Webelievethatwhenschools nameself-expressionasakeyprinciple behindtheirdresscode,itdemonstrates considerationofyoungpeople’sagency

“Iftherehastobeadresscode,we [students]shouldbetheonesmaking it.”-GGEAlumni

“At[schoolname]ourgoalin establishingdressexpectations are:tobalanceself-expression withworkingcomfortablyand appropriatelyinschoolto communicateschoolandDOE guidelinesaroundunacceptable attire.”-(Brooklyn)

Recommendation4:

edin eeper chool eand dfeel chool them yare ained ups.

SUMMARY

In

thisreport,GGEdovedeeperintothepersonalstoriesofBlackgirlsandgender-expansive youthofcolortoanswerthequestion:howdotheculturalinfluencesofsocialmediashapetheir experienceswithdresscodesinschools?Afterthereturntoin-personschoolingandtherelease oftheDoE’snewdresscodeguidelines,wefeltthatanevaluationofcurrentdresscodepolicies ofschoolsacrossfiveboroughsinNewYorkCitywasnecessary.Ourfindingssuggestthatdespite thevaryingdifferencesinpolicylanguageacrossallboroughs,recurrentthemesacrossthe boardweredeeplyalignedwithstudents'livedexperiencewithdresscodepolicies.The motivatingrationalemostoftenpresentedbyschoolswasthatsafety,respectabilityor professionalismwasthemotivatingfactorforthedresscodes Yet,rarelydidstudentsexpress thattheseconceptscontributedtotheiracademicsuccess Withthisreportandouradvocacy fortransformativeschoolpolicies,wehopethatschoolsfeelcompelledtoattunetotheevolving cultureofyoungpeopleandmeetthismomenttofosteranenvironmentwhereeverystudent feelsvaluedandunderstood.Weknowthatwhenyoungpeoplearegivenasafeandaffirming spacetoself-discover,theyexperiencepositivementalhealthoutcomesandjoyintheirlives. Beyondthis,self-discoveryempowersthemtochallengeoutdatedsocietalnorms,build confidenceintheiridentities,andengagemoremeaningfullyintheireducationand communities Thisequipsstudentsnotjustforacademicsuccess,butforlifelongpersonalgrowth andleadership

[GGE Youth] told The New York Times that during the pandemic, she felt freedom to play around with the way that she wore her hair and dressed, and she found it liberating and transformative. From that vantage point, she felt compelled to learn more about the intersection of fashion, art, culture and oppression. This led her to activism work– starting with participating in protests for police reform to policy advocacy in New York City and Albany, with GGE. Now she is confidently making big decisions about her future that she is sure and proud of. All of this convinced her that when you limit self-expression, “you limit innovation.”

Peltierv.CharterDaySchool,Inc.,37F.4th104(2022) https://www.ca4.uscourts.gov/opinions/201001.P.pdf

1. NYCHumanRights.(n.d.). ProtectedidentitiesaccordingtotheNYCHumanRightsLaw (Title8oftheAdministrativeCodeoftheCityofNewYork). https://www.nyc.gov/site/cchr/law/the-law.page

2. Lim, H., Lennon, S., & Jones, D. (2021, November 17). Objectification Found in High School Girls’ Experience With Dress Code Enforcement. Clothing and Textiles Research Journal, 42(2), 103-120. https://doi-org.libproxy.lib.unc.edu/10.1177/0887302X211058434.\

3. The Georgetown Law Center on Poverty and Inequality’s Initiative on Gender Justice & Opportunity, & RISE Research Team at New York University. (2020). Data Snapshot: 201718 National Data on School Discipline by Race and Gender. The Georgetown Law Center on Poverty and Inequality. https://genderjusticeandopportunity.georgetown.edu/wpcontent/uploads/2020/12/National-Data-on-School-Discipline-by-Race-and-Gender.pdf.

4. National Women’s Law Center. (2022). Dignity Denied: How Discriminatory School Discipline Leads to School Pushout. National Women’s Law Center. https://nwlc.org/wpcontent/uploads/2022/07/She-Deserves-Dignity-Fact-Sheet.pdf.

5. Reddy-Best, K. L., & Choi, E. (2019, Mar 22). “Male Hair Cannot Extend Below Plane of the Shoulder” and “No Cross Dressing”: Critical Queer Analysis of High School Dress Codes in the United States. Journal of Homosexuality, 67(9), 1290–1340. https://doi.org/10.1080/00918369.2019.1585730.

6. UCLA School of Law. (2021). Nonbinary LGBTQ Adults in the United States. Williams Institute. https://williamsinstitute.law.ucla.edu/publications/nonbinary-lgbtq-adultsus/#:~:text=About%2011%25%20of%20the%20LGBTQ,adult%20population%20(Table%20 1).

Roffey, S. (2023, June 19). ASPIRE to a Better Future: The Impact of the Pandemic on Young People, and Options for Schools Post-COVID-19. Education Sciences, 13(6), 623. https://doi.org/10.3390/educsci13060623

8. Dove and the CROWN Coalition. (2019, July 12). Dove and the CROWN Coalition Land Major Victory in the Push to End Hair Discrimination with the Enactment of the CROWN Act In New York. https://www.thecrownact.com/new-york

10. TheNewYorkCityCouncil.(2024).LegislativeResearchCenter. https://legistar.council.nyc.gov/LegislationDetail.aspx?ID=6557346&GUID=9A334C26C32B-462D-BD57-0125E2FE850D&Options=ID%7CText%7C&Search=Int+0118-2024 11. TheNewYorkCityCouncil.(2024).LegislativeResearchCenter. https://legistar.council.nyc.gov/LegislationDetail.aspx?ID=6584225&GUID=F96871E43ECF-4E97-ABD2-EA77229BA7E5&Options=ID%7CText%7C&Search=Res+0292-2024 12.

9. Dixon,S.(2023,Dec18). SocialmediauseduringCOVID-19worldwide-statistics&facts. Statistita.https://www.statista.com/topics/7863/social-media-use-during-coronaviruscovid-19-worldwide/#topicHeader wrapper

Acknowledgements

Deepestgratitudetoallthecontributingwritersandeditorswhohelpedshapethis researchreport.Yourinsightsandsupporthavebeeninvaluableinbringingthisworkto life.

AspecialthankyougoestoourleadingresearcherandGGEyouthalumni,RaynaYoung. Yourleadership,brillianceandcommitmenttocenteringyouthvoiceshavebeena guidingforcethroughoutthisprocess.

Weareprofoundlygratefultothemanyyoungpeopleandpartnerorganizationswho providedtestimonyfortheeducationhearingonschooldresscodes.Yourstoriesand advocacyhaveplayedacriticalroleinpushingdresscodelegislationthrough.

Finally,thankyoutotheNewYorkCityCouncilforpassingdresscodebillsInt.118-2024 andRes.292-2024intoenactedlaw.Specialthankstoourbillsponsors,DeputySpeaker DianaAyala,aswellasCouncilMemberAltheaStevensandNYCCouncilMemberand ChairofEducationRitaJoseph,forhostingtheeducationhearingandforyourongoing commitmenttoupliftingandsupportingstudentsacrossourcity.Yourdedicationto justiceandequityforyoungpeopleisaninspirationtousall.

LeadWriters

QuadiraColes,MPA

EllaGraceDowns,LMSW

EmanGad

RaynaYoung,MPP

Editors

ElizabethBishop,PhD

KimberlyBlair,MPH

AyannaMaddox,PhD

DaniMurphy,MA

Design

Naomi Lilly, MA, MBA

ggenyc.org media@ggenyc.org

GirlsforGenderEquity(GGE)

25ChapelStreet,Suite1006

Brooklyn,NY11201