Uniformity in schools

For centuries, schools all over the world have embraced uniformity in terms of attire, hairstyles, and even teaching mechanisms. Nonetheless, concepts of liberalization and class status continually reduce these levels of homogeneity. However, most African countries, like Ghana, still hold on to the idea of school uniformity by keeping all students’ hair cut short, although it poses numerous contradictions. Pro-short hair policies assert that the act is imperative not only as a Ghanaian school tradition but also as a way to instill discipline among the students. Opponents of these policies contradict this view by posing liberal arguments of people’s rights to diversity and aesthetic needs. Insisting on short hair among Ghanaian students is a form of discrimination and racism that should be eradicated. This essay, therefore, uses different articles to asserts that restricting Ghanaian students from keeping long hair is a discriminatory act that not only infringes on fundamental aesthetic rights but also denies students the chance at autonomy. The paper also offers solutions that can improve the situation for Ghanaian students.

Can-Tamakloe (2011) avers that Ghanaian students have kept their hair short since the early 1960s. During this period, many African countries preferred to keep their hair short as a way of setting themselves apart from their colonizers. Women or school girls who opted for long, straightened hair were seen as traitors who conformed to the Western culture. Therefore, Ghanaian schools imposed policies that ensured that all students had short-cropped hair, regardless of gender. Can-Tamakloe (2011) also states that many Ghanaian schools observe short hair as a norm currently. These schools argue that short hair prevents untidiness and pests, such as lice. They also assert that short hair reduces expenses on factors such as chemicals, straightening, and braids.

Can-Tamakloe (2011) also notes that Ghana’s socioeconomic disparities lead to different opinions on the length of students’ hair. High-income families that can afford private schools allow their children to keep long hair because salon expenses do not pose a significant burden on their costs. On the other hand, low-income families hold on to this tradition as they cannot afford hair expenses. Nonetheless, Can-Tamakloe (2011) concludes that most Ghanaian students are accustomed to short hair, thus raise no contradictions to the policy. The author also believes that short hair in Ghanaian schools is imperative as it prevents rivalry among parents and students.

However, Johnson and Bankhead (2013) condemn thinkers like Can-Tamakloe for their complacency and avoidance of the Ghanaian students who oppose the short hair policy. Their article asserts that forcing African’s to keep their hair short is a reminder of their enslavement during the colonization period. During this time, slave master forced all slaves to shave their wild, African hair in an attempt to dehumanize them. Cutting Ghanaian students’ hair is an act of pushing them further from the African culture. Johnson and Bankhead (2013) also aver that the African kinky dark hair is a part of the continent’s identity. Students must, therefore, have the freedom to connect with their cultures and traditions by growing their hair.

Similarly, Metiza (2012) contends that Ghanaian girls need to feel different from boys, a feat that is difficult due to the similar hairstyles. The article also states that short hair can destroy femininity. Moreover, BBC (2015) reports that people are different, and for some Africans, natural kinky hair increases girl’s self-esteem. Therefore, it is clear that pro-short hair for Ghanaian students only supports the policy because it is convenient for them in terms of tidiness and expenses.

Peixoto and Almeida (2012) raise pro-short hair arguments that allowing school girls the freedom to keep their hair long serves as a distraction from their academics. The writers use the words of the headmistress of Ridge Church School, who believes that spending time in the salon is not a priority for students and is, thus, a waste of time. Moreover, Peixoto and Almeida (2012) contend that focusing on hair and aesthetic factors would eventually hamper academic performance, leading to failure in significant examinations.

Baumann and Krskova (2016) also state that uniformity in school is an essential part of learning. In their article, school discipline, school uniforms, and academic performance, the authors contend that school uniforms restore order and safety in classrooms. They also state that uniformity in school is a sign of proper leadership and discipline. Moreover, the article states that when all students are viewed as equal in a school setting, they have low rates of stressors due to peer discrimination or socioeconomic differences. Although these views are viable, policymakers in Ghana should not overlook the numerous negative implications brought about by forcefully cutting student’s hair.

Regardless of their origin or country of residence, many dark students with kinky hair face excessive discrimination. For instance, twins who attended school in the U.S. with long braids were ordered to step out of class and punished for not conforming to the hair requirements (Perry, 2019). Similar events are recurrent in Kenya. In 2019, a girl in secondary school went through expulsion for using a headscarf, although she was not Muslim. When told to remove the hijab, the administration noticed that the girl had dreadlocks, which she refused to shave due to her Rastafarian religion (Achieng, 2019).

In Ghana, it is also normal for students to get expelled or denied chanced in schools for having dreadlocks or refusing to shave for aesthetic, religious, or autonomy reasons. Although all these incidents are from different countries, they all affect people of African descent. Instead of gaining individual identities from their different styles, these restrictions imposed on Africans always force them to conform and avoid any liberal thought (Samuel, 2020). In a quest to ensure discipline or smartness in attire, the Ghanaian short hair policy communicates that the country’s girls must not have the freedom of expression until they complete their studies. These students do not enjoy the chance of practicing their religions without restrictions.

Moreover, Kwei (2018) contends that self-care routines are critical in everyday human lives. Ghanaian schools, therefore, deny both male and female students a chance at understanding the aspects of holistic self-care by imposing hair-length restrictions. By graduation, students must have acquired skills not only in academics but also in grooming and time management competency. Also, Segawa (2016) states that although short hair is more hygienic, students must have skills to remain clean even with long hair. Therefore, both parents and teachers have to ensure that students attain these skills.

The most prominent and overwhelming issue that Ghanaian students face is racial discrimination. Caucasian students in Ghanaian schools have the freedom to keep their long hair because it is ‘neat’ and more comfortable to control (Ahebla, 2009). However, Ghanaian students are forced to keep it short and are even punished when their hair appears untidy. Such discrimination is also fueled by leaders. For instance, the Vice President of the National Association of Graduate Association (NAGRAT) states, “There is no rule in the Ghana Education Service concerning Caucasians in Ghana because we are not Caucasians, we are negroes” (BBC, 2016, np). Such self-loathing ideas from leaders make it harder for Ghanaian students to believe in their capabilities. Gyan et al. (2015) state that westernization makes such leaders believe that White people are superior to Africans, thus ignore the racial bias in Ghanaian educational systems.

Solution

Both pro-short hair and opponents of short hair policies have valid reasoning. African hair, for instance, is hard, time-consuming, and expensive to maintain. Nonetheless, policymakers in Ghanaian schools must understand that the negative implications of restricting hair freedom in school outweigh the advantages. Not only do short hair policies cause racism, and self-discrimination, the regulations also infringe on religious, autonomy, and artistic rights.

Ghanaian policymakers of academic issues must, therefore, analyze all the student’s factors, such as academic performance, lifestyle, socioeconomic disposition, and beliefs. After, they should amend their policies to suit the needs of all Ghanaian student’s needs. Some students embrace sort hair because of financial or even self-esteem reasons. The new system should allow flexibility, where students are free to tend to their hair with autonomy, as long as they observe hygiene.

After an in-depth analysis of all the pros and cons of short hair policies in Ghanaian schools and even general hair global policies, it is clear that there are underlying reasons for these policies. Policymakers, teachers, and some parents support these policies only for convenience and financial purposes. There is no evidence to prove that short hair leads to academic success or improved discipline in students. In the current liberal world, foregone notions such as uniformity in school should be eradicated as all students deserve a chance to express their personalities and cultures through their hairstyles and academic or extra-curricular prowess. Further, the only way for African students to accept and embrace the beauty of their biology is by allowing them to grow their kinky hair and ensuring equality between Africans and Caucasians in schools.

References

Achieng’, G. (2019).The racist legacy of Kenyan schools’ short hair policies. Women’s media center. https://womensmediacenter.com/fbomb/the-racist-legacy-of-kenyan-schools-short-hair-policies

Ahebla, A. (2009). Togo schoolgirls get heads shaved. Retrieved from http://news.bbc.co.uk/2/hi/africa/4311308.stm

Baumann, C., & Krskova, H. (2016). School discipline, school uniforms, and academic performance. International Journal of Educational Management, 30(6), 1003–1029. doi:10.1108/ijem-09-2015-0118

BBC (2015). Being African: What does hair have to do with it? https://www.bbc.com/news/world-africa-33525254

BBC (2016). Letter from Africa: Were South African school hair rules racist? Retrieved from https://www.bbc.co.uk/news/world-africa-37364433

Can-Tamakloe, S. L. (2011). “To perm or not to perm”: A case of natural hair in Accra, Ghana (Doctoral dissertation).

Gyan, E., Baah-Korang, K., McCarthy, P., & McCarthy, P. (2015). Causes of Indiscipline and Measures of Improving Discipline in Senior Secondary Schools in Ghana: Case Study of a Senior Secondary School in Sunyani. Journal of Education and Practice, 6(11), 19-25.

Johnson, T. A., & Bankhead, T. (2013). Hair it is: Examining the experiences of Black women with natural hair. Open Journal of Social Sciences, 2014.

Kwei, T. (2018). Why Ghana’s natural hair fashion is bad for business. Retrieved from https://www.bbc.com/news/world-africa-42546620

Metiza (2012). Ghana, Femininity, Social Class And Short Hair. Retrieved from https://metiza.com/culture/travel/short-hair-do-care/

Peixoto, F., & Almeida, L. S. (2012). Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology of Education, 25(2), 157-175.

Perry, A. (2019). “Stay out of my hair!” The Hechinger Report. https://hechingerreport.org/stay-out-of-my-hair/

Samuels, C. (2020). Why do schools hang on to discriminatory codes? Education week. https://www.edweek.org/ew/articles/2020/03/11/why-do-schools-hang-on-to-discriminatory.html

Segawa, N. (2016). Female students claim discrimination over short hair policies at some Ugandan schools. Global Press Journal. https://globalpressjournal.com/africa/uganda/female-students-claim-discrimination-short-hair-policies-uganda-schools/