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Proper dressing definition depends on individual self-conceptualism on dressing, and the level of self-principles and discipline (Shubani, 1961). There are multiple role expectations amongst the students, teachers and the entire administration regarding proper dressing. I as a student maybe wearing improper clothing to school unknowingly, since the level of properness of the dressing code depends on my perception and culture, and not the culture of the school rules and regulations (Shubani, 1961). Dressing improperly to school is likely to divulge the attention of my fellow students from the main objective of learning, to the time wasting staring and/or glaring. The dressing code of a student defines his or her personality, which is one’s style of doing things, in this case dressing. Therefore, if I were to wear a miniskirt, tight dress or shorts or jeans, or exposive top and blouse would imply other intentions which is likely to raise questions and reactions from my fellow students and teachers, which is unethical and unhealthy to my social life (Shubani, 1961). Personality is core in guiding individuals in the life decision making processes, and helps in the elimination of perception that easily influences critically ethical decision making. My improper dressing code, or of any other individual, is likely to portray my personality and depict my self-conceptualism. It indicates on my self-image, in terms of my image in the context of a dressing code. According to Shibutani’s social theory, all individuals have unique hierarchy of values that are taught and learnt through the different communication channels. My dressing code would, therefore, be bound to be unique depending on my level of exposure to different communication channels, and my interpretation of my sociology teacher’s communication or comments on dressing improperly (Shubani, 1961). The school is an educational social setting characterized by high levels of sociocultural diversity, and hence the students are basically bound to dress as per their levels of self-conceptualism in the social context. I am, therefore, entitled to wearing clothes that are diverse and different from other students, depending on my perception and understanding of improper dressing codes as proposed by the sociology teacher. even though there are set dressing regulations (Shubani, 1961). Improper dressing is ethically unsuitable in the essence that it rudely disrupts the attention and concentration of both the teachers and my fellow students, which lowers the levels and rates of knowledge gain, by interrupting the educational. It creates both impression and expression (Shubani, 1961). According to Tom Scheff’s theory of emotional distancing, physiological emotions involve the arousal of the autonomic nervous system. Dressing improperly in class, especially in mixed gender and multicultural schools, is likely to raise emotions and bodily feelings my fellow students and peers (Scheff, 1979). This creates an environment full of emotions, especially between two or more opposite sex individuals, and exposes the crucial learning and studying time into social interaction time. I may decide to have an improper dressing code in class but there are expected consequences, such as teasing from my peers and/or social discrimination due to the impression created.

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