Department of Apparel, Events, and Hospitality Management, Iowa State University , Ames, Iowa, USA.
J Homosex. 2020 Jul 28;67(9):1290-1340. doi: 10.1080/00918369.2019.1585730. Epub 2019 Mar 22.
In this study, we questioned how high school dress codes outlined in official handbooks were written or presented in regard to the gender binary, either/or perspective. We critically analyzed how or if they allowed for flexibility in expression of gender and sexual identity and if they supported, encouraged, or affirmed a variety of expressions, in particular transgender and gender non-conforming expressions, throughout the text or images. The content analysis method was used to analyze 735 handbooks from the 2016 to 2017 school year. Three themes emerged from the data: (1) support of fluid gender expression, yet not overt support; (2) passive marginalization of gender non-conforming or transgender identities or expressions; and (3) active marginalization of gender non-conforming or transgender identities or expressions. The "LGBTQ+ Dress Code Analysis Tool" was developed for policy makers to use to analyze their dress codes.
在这项研究中，我们探讨了高中手册中规定的着装规范是如何以性别二元论或非此即彼的视角来编写或呈现的。我们批判性地分析了它们是否允许在表达性别和性身份方面具有灵活性，以及它们是否在文本或图像中支持、鼓励或肯定了各种表达，特别是跨性别和非传统性别表达。采用内容分析法对 2016 至 2017 学年的 735 本手册进行了分析。研究结果呈现出三个主题：（1）支持灵活的性别表达，但不明确支持；（2）对非传统性别认同或跨性别身份或表达的被动边缘化；（3）对非传统性别认同或跨性别身份或表达的主动边缘化。为了供政策制定者分析其着装规范，我们开发了“LGBTQ+着装规范分析工具”。
