Beth Winfrey Freeburg

A Method to Identify and Validate Social Norms Related to Dress

The purpose of this three-phase study was to develop a method to identify and validate social norms related to dress, specifically body modifications. In Phase 1, the process of social control framed the preliminary identification of 35 body modification norms using reports in advice columns. In Phase 2, some of the 35 norms were empirically validated by human participants, leading to the conclusion that a minimum of 61% consensus was needed to either confirm or refute a statement as a norm. In Phase 3, a more powerful statistical analysis and a second sample of human participants validated the norms based on strength of consensus. Subgroup analyses were used to investigate statements that were neither confirmed nor refuted. Between Phase 2 and 3 samples, agreement on the statements related to body modifications was 83%. Limitations of the study and suggestions for further research are provided.

Family environment and creativity in fashion design students

This study examined relationships among environmental influences and creativity of individuals majoring in fashion design at four-year universities. The framework was confluence theory which holds that multiple components must connect in order for creativity to occur. Participants from 10 universities completed electronic surveys designed to gather data on creativity, family background, and demographic information. Findings revealed: (1) exposure to media such as art and literature was positively correlated with creativity; (2) parental encouragement was positively correlated with creativity; (3) access to electronic media (i.e. television, computers, and Internet) was negatively correlated with creativity; (4) lessons (e.g. in sports, music, dance, cooking, or childcare) were negatively correlated with creativity; and (5) available space to create, explore, and experiment was negatively correlated with creativity. This information contributes to the existing knowledge on creativity. Parents and instructors may use this information to help develop and enhance creativity of their children/students.

Rationales and Norms for Teacher Dress Codes: A Review of Employee Handbooks:

The research question was “What dress norms and related rationales are found in teacher dress policies?” Data were 102 school employee handbooks. Eighty-two handbooks (80.4%) provided one or more rationale, most frequently being “To project a positive image in the community” (n = 56). Dress norms, categorized as broad and itemized, were determined to positively and negatively affect the learning environment. Findings can provide school administrations with the components of a clear teacher dress code policy.