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Button-Ups and Breasts: High School Dress Code and the Objectifying Gaze on Females
Nycollette Helms
Abstract
A womans attire can garner both negative and positive attention, and when a woman knows
others are objectifying her, her performance can decrease. This study will determine if there is a
correlation between type of attire and number and length of times high school students spend
looking at a females sexualized body parts. The hypothesis predicts that dress code attire
reduces high school students attention on female sexualized body parts. 150 high school
students will participate in a study using eye tracker technology to measure point of gaze and
gaze duration. Since elementary school-aged children have objectified and sexualized women, it
is important to study how this phenomenon grows and how outlying variables, such as student
Button-Ups and Breasts: High School Dress Code and the Objectifying Gaze on Females
Adult women receive more visual evaluation than men do in simulated social situations
(Amon, 2015). This focus is primarily on female appearance, and could be due to viewers
sexualizing the presented woman (Amon, 2015; Gervais, Holland, & Dodd, 2013). The
believing a womans worth comes exclusively from her sexual attractiveness and viewing
women only as a means of sexual satisfaction (Zurbriggen et al., 2007). Sexualizing women to
define their worth is a key component to objectification theory (Fredrickson & Roberts, 1997;
Objectification theory proposes that, in general, society separates women from their
humanizing characteristics and views them solely as bodies for others to use and be pleased with
(Fredrickson & Roberts, 1997). One of the most common forms of objectification by others is
the sexualized or objectifying gaze. The objectifying gaze occurs when women are visually
al., 2013; Fredrickson & Roberts, 1997). When women internalize societys view of them as
objects, they may begin to treat themselves like objects needing judgment based on their
appearance and sexual value (Fredrickson & Roberts, 1997). This phenomenon is self-
objectification, and women who objectify themselves constantly monitor how they look to
and the objectifying gaze. Females subjected to objectification showed a reduction in cognitive
abilities (Gay & Castano, 2010). Fredrickson and Roberts (1997) proposed that depression,
shame, anxiety, loss of motivation, and eating disorders are results of objectification. A study
DRESS CODE OBJECTIFICATION 4
using an eye tracker to detect objectifying gaze showed that, when focused on appearance, both
men and women stared longer at womens waists and breasts for longer periods of time than their
faces (Gervais et al., 2013). However, when researchers disguised a females sexual body
parts using pixilation, objectification of the woman decreased (Bernard, Gervais, Allen, Delme,
& Klein, 2015). This finding indicates that concealing sexual body parts could decrease
objectification of women, which in turn could decrease the negative effects the process has upon
women.
where media often portrays sexualized views of women (Gervais et al., 2013). Hatton and
Trautner (2011) showed an increase in the sexualization of women on magazine covers in the
United States from the 1960s to the 2000s, while nonsexualized ads of women simultaneously
decreased. Of the 83% of covers that showed sexualized women, 74% showed hypersexualized
women, meaning they had a multitude of sexualizing factors present in one cover. These
sexualized portrayals are not only aimed at adults; much of sexualized media targets young
children (Stone, Brown, & Jewell, 2015). A study of images in magazines for adolescent girls
showed an increase in images depicting sexualized females, including children (Graff, Murnen,
& Krause, 2013). In three decades, one magazine tripled in the average number of sexualizing
factors present in images of girls, while another magazines average was 15 times higher than
Objectifying media can have a prominent effect on young girls, as they attempt to
replicate the sexualized women they see in movies, advertisements, music videos, and video
games (Zurbriggen et al., 2007). Clothing for children also embodies the sexualized woman,
from thongs meant for 7 to 10 year olds to miniskirts and low cut shirts that come with toy dolls.
DRESS CODE OBJECTIFICATION 5
A study showed that elementary school-aged children categorized female dolls based on how
sexualized their clothing was (Stone et al., 2015). This included viewing dolls in modest clothing
as nice, athletic, and smart, while viewing dolls in sexualized or revealing clothing as popular.
This stereotyping based on clothing became more prominent with an increase in age among the
elementary students. Raby (2015) also noted that high school girls attitudes on what style of
dress is appropriate changed with age. Many teenaged females focused on how revealing
clothing could distract others, especially male students. Female students labeled other female
students who wore revealing and non-dress code clothing as sleazy, slutty, and disgusting.
Negative attitudes based on the dress of female students has led to dress codes in high
schools becoming a point of discussion and concern in the United States, especially among
students (Raby, 2010; Stone et al., 2015). There is increasing concern about the effect high
school dress code has on self-expression, and the double standard it may subject on females
(Raby, 2010). Schools cited a less distracting and safer learning environment as means for dress
code, and Rabys findings showed that wearing non-dress code clothing could lead to sexualized
bullying from fellow students. Typical high school dress codes specified that students must wear
modest cuts of clothing, including no midriff baring shirts, no clothing with holes, and no shorts
Since the media exposes children to sexualization at an early age, there is cause to study
how this affects children as they age (Stone et al., 2015). High school attires link to
sexualization needs to be further examined since both elementary and high school students
showed signs of objectifying women based on their clothing (Stone et al., 2015; Raby, 2015), but
do so in different ways. There are also implications of negative effects on a females cognition,
motivation, and mental state, which could have significant effects on female students
DRESS CODE OBJECTIFICATION 6
performance in a learning environment (Gay & Castano, 2010; Fredrickson & Roberts, 1997).
This study aims to discover if there is a link between type of attire and focus on sexual body
parts. Specifically, researchers will analyze the amount of time high school students spend
paying attention to female sexual body parts in dress code attire versus more revealing clothing.
My hypothesis is that modest, dress code attire clothing reduces high school students
Method
Participants
Male and female students from Marion County High School in Tennessee will make up
the sample population. All students in the school will receive the appropriate paperwork
containing the basic premise of the research and informed consent. Students must turn
in completed paperwork before they are considered for the study. Students will have a one-week
deadline to return the paperwork. Researchers will take a random sample of 150 students from
those who return the paperwork allowing their research participation. To participate, the students
must identify as a 9th through 12th grade student who is 14 to 18 years old. Students diagnosed
with mental disorders, such as Attention Deficit Hyperactivity Disorder, cannot partake in the
experiment. Students will not receive extra credit or other incentives for research participation.
Materials
will use a digital camera to take pictures of one teenage female in 10 modest outfits and 10
revealing outfits. Using one female will reduce confounding variables on participants gaze, such
as body figure, physical attractiveness, age, and race. A computer will display the images for the
participant to view. A SMI Red-M eye tracker will measure each students point of gaze and
gaze duration.
Procedures
Prospective participants will receive take home parent permission forms, student
informed consent paperwork, and an overview of the study. This is necessary because
researchers are conducting the experiment in a high school, and some participants will be under
the legal adult age of 18. The paperwork will inform students and parents that the student has the
DRESS CODE OBJECTIFICATION 8
opportunity to participate in research on school dress code. It will also notify them that students
will not leave the school premises to participate in the research, that participation is not
associated with any risks, that all information gathered will be confidential, that students can
cease participation at any time, and that it is not possible to link results to a specific participant.
The overview will advise parents that student participants will view images on a computer
screen, and that researchers will use eye tracking technology to measure liking through pupil
dilation. This deceit is necessary because if parents and students know that researchers will track
participants gaze, students may be more conscious of where they look while taking the study or
the parent and student may be able to determine the reason behind the study. Students chosen to
participate in the study must review and resign informed consent paperwork on the day of the
Researchers will test each student individually in a computer lab at their high school.
Participants will think that they are looking at outfits that match different dress code standards
from high schools around the state. Researchers will then calibrate students to the eye tracker and
will remind participants that the eye tracker is tracking pupil dilation to measure their liking of
the outfits. Researchers will inform students to not look away from the computer screen so they
will not have to recalibrate the device. Students will view each of the twenty images one at a
time for thirty seconds. The computer will display modest and more revealing outfits in random
order to reduce the effect of presentation order on students. Once the student has viewed all
Point of gaze and gaze duration will measure the number of times and length of time that
each student looks at the chest, hips, groin, and thighs of the female for each image (Amon,
2015; Gervais et al., 2013). Researchers will record these numbers and use them to compare
DRESS CODE OBJECTIFICATION 9
differences in point of gaze and gaze duration for each image, and for modest versus revealing
outfits. Once all participants have completed the study, researchers will debrief the student
participants. They will reveal the true purpose of the experiment and explain why deceit was
necessary. Researchers will thank students for their time and participation, and will give them
Proposed Analysis
I will test my hypothesis using a t test to determine the significance of attire to high
References
doi: 10.3389/fpsyg.2014.01569
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