Banning school uniform turns out to create not only inequality among children but also the loss of identity, and association.
Body paragraph 1 (write a complete thought)
Topic sentence: (Reason 1)
Creates inequality among children and brings in status quo differences.
Detailed supporting evidence
a. At Cambridge University, professor Diane argues that Working class children without uniforms get less of respect and education (Kozol, 2012).
b. Depressions in childhood starters were prevented at Lakeside School (Hektner, August, Bloomquist, Lee, " Klimes-Dougan, 2014).
c. Bullying instances were solved among the youths (Gladden, 2014).
Body paragraph 2 (write a complete thought)
Topic sentence: (reason 2)
Loss of identity and association with the school
Detailed supporting evidence.
a. Easy identification by school members, for instance, the color of the school team uniform enabled identification players during competition Harvard-Westlake School (Morita, " Servátka 2013).
b. Uniformity brings in the sense of belonging to a particular school (Razer, Friedman, " Warshofsky, 2013).
c. Pride of school association among children (Razer, Friedman, " Warshofsky, 2013).
Body paragraph 3 (counterclaim and refutation) - Use TRANSITIONS
Counterclaim:
Opposing views claim that School uniforms are expensive, promotes a false sense of stifles creativity, and equality.
Refutation: Detailed supporting evidence
a. School uniforms are expensive to acquire for the needy families, for instance, the average cost of uniforms for girls is approximately for girls £166.87 and boys is £166.87 in the UK.
b. School uniforms promote a false sense of creativity in children (Zipes, 2013).
c. School uniforms give a false impression of equality (Kozol, 2012).
Conclusion
School uniforms should not be banned since without them it creates inequality, loss of identity, and association among children.
School Uniforms Should Not Be Banned
Supporters of not banning the school uniforms point out that prohibition creates disparity among learners and brings in the status quo. They claim that all students are equal while wearing the uniform, regardless of their background (Kozol, 2012). They also point out that the status quo of children's parents will not be exposed. Hence, it does not bother their studies. Additionally, proposers point out that the use of uniforms also prevents depressions which are evidenced in childhood (Hektner et al., 2014).
Bullying instances which may come up in schools are also solved due to uniformity brought up by this kind of clothes (Gladden, 2014). Accordingly, the inequality and differences in status quo as a result of banning uniforms will damage education process instead of improving it.
Moreover, banning of school uniform may result in loss of identity and association with the school (Morita, " Servátka 2013). Proposers argue that it is easy for a child to be identified with the school one belongs to especially at the time when one gets lost on excursions. Uniformity also brings in the sense of belonging to a school. Therefore, the pride and joy of associating with the school which a child belongs are uplifted and enhanced by uniforms. Thus, it will be illegal to ban uniform in schools.
Opposing views claim that school uniforms are expensive, promotes a false sense of stifles creativity, and equality among the learners. Acquiring uniforms in some shops are costly which may pose a challenge in purchasing them. Uniforms also promote a false sense of creativity in children. Teenagers in their growth and development, always seek for a sense of identity and creativity which is frozen by uniforms. However, some contend that it can be expressed via curriculum, but little is articulated. Admittedly, uniforms convey a false sense of equality in children and therefore does not prepare children for the diverse challenges in adulthood by use of home clothes instead of uniforms.
Education is the foundation of knowledge and any small change in the sector may affect it adversely. Thus, school uniforms should not be banned since it may create inequality, loss of identity and association among children in schools.
References
Gladden, R. M. (2014). Bullying Surveillance among Youths: Uniform Definitions for Public Health and Recommended Data Elements. Version 1.0. Centers for Disease Control and Prevention.
Hektner, J. M., August, G. J., Bloomquist, M. L., Lee, S., " Klimes-Dougan, B. (2014). A 10-year randomized controlled trial of the Early Risers conduct problems preventive intervention: Effects on externalizing and internalizing in late high school. Journal of Consulting and Clinical Psychology, 82(2), 355.
Kozol, J. (2012). Savage Inequalities: Children in America's schools. Broadway Books.
Morita, H., " Servátka, M. (2013). Group identity and relation-specific investment: An experimental investigation. European Economic Review, 58, 95-109.
Razer, M., Friedman, V. J., " Warshofsky, B. (2013). Schools as agents of social exclusion and inclusion. International Journal of Inclusive Education, 17(11), 1152-1170.
Zipes, J. (2013). Sticks and stones: The troublesome success of children's literature from Slovenly Peter to Harry Potter. Routledge.
