Introduction There is a long tradition of school uniform within the UK, yet the topic receives relatively little attention in UK-based research, particularly compared with other parts of the world. In my experiences within FE, I have encountered a prevailing narrative that uniform benefits students’ academic and vocational successes, yet I have not seen robust evidence to support this; whilst some studies explore such correlations, few – perhaps none – are situated within FE; yet this research setting has witnessed diminishing numbers of students adhering to uniform policy, against a backdrop of socioeconomic disruption caused at least in part by Covid-19. Accordingly, this research aims to explore purpose and effects of uniform in FE, with a view to informing future policy design within the setting. Participants and Methods The research was set in a large FE college in South-East England. Following an extensive literature review, which provides both justification and direction for the research, a particular faculty within the setting was selected, due to the breadth and variety of vocational courses delivered; all staff and students therein were invited to complete questionnaires, answering questions regarding motivation for uniform policy, understanding of policy, use of uniform, feelings towards uniform and perceived effects of uniform. 34 students and 7 staff responded. The questionnaires were a mixture of open ended and Likert-scale-type questions, producing both qualitative and quantitative data. Thematic analysis was applied to the qualitative data in order to produce semantic-based codes. Results The questionnaire results illustrated noticeable disparities between staff and students, regarding their respective understanding of uniform, the reasons for such policies and the desire for them. Neoliberalist values were apparent in the staff’s responses, whilst Foucaultian principles were evident not only within the literature review but within college narratives too. Discussion I explore emerging tensions within the setting and suggest possible reprecussions for not addressing these issues promptly. I acknowledge particular implications of uniform relating to cost and inclusion, noting injustices felt by some students, and suggest that policy makers would benefit from including both students and employers in their policy-design processes; such collaboration may lead to greater understanding by all stakeholders, of necessary vocational development and its relationship with uniform. Additionally, I note some limitations of the research and make recommendations for future research.
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Mills, Rob
Rights Holders: Mills, Rob Supervisors: Capewell, Carmel
School of Education, Humanities and Languages
MA Education
2023
© Mills, Rob Published by Oxford Brookes UniversityAll rights reserved