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Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school.
"formal" curriculum = the courses, lessons, and learning activities, as well as the knowledge and skills educators intentionally teach to students
hidden curriculum = unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school
School children learn:
-What is
important
-What is expected
-Gender norms
-Morals
-Definitions of social class
-Stereotypes
-Politics
-Coded language
Messages are conveyed to students through the following mechanisms:
Cultural expectations
Cultural values
Cultural perspectives
Curricular topics
Teaching strategies
School structures
Institutional rules
School Cultural Expectations:
The academic, social, and behavioral expectations established by schools and educators
Some schools have a culture that places importance on standardized testing or going to college.
Other schools focus on getting by with little effort.
Some schools have a culture that fosters cliques.
For example:
One teacher may give tough assignments and expect all students to do well on those assignments, while another teacher may give comparatively easy assignments and habitually award all students passing grades even when their work quality is low.
Schools may unconsciously hold students from different cultural backgrounds to lower academic expectations, which may have unintended or negative effects on their academic achievement, educational aspirations, or feelings of self-worth.
School Cultural Values:
The values promoted by schools, educators, and peer groups
Some schools promote equality, others do not.
Some teachers try to sway the ideology of their students.
School Cultural Perspectives:
How schools recognize,
integrate, or honor diversity and multicultural perspectives may convey both intentional and unintended messages.
Some schools may expect recently arrived immigrant students and their families to "assimilate" into American culture by requiring the students to speak English in school at all times or by not providing translated informational materials or other specialized assistance.
For example:
In one school, non-American cultures may be entirely ignored, while in another they may
be actively celebrated, with students and their families experiencing feelings of either isolation or inclusion as a result.
Curricular Topics:
The subjects that teachers choose for courses and lessons may convey different ideological, cultural, or ethical messages.
Curricular topics may also often intersect with, or be influenced by, political, ideological, and moral differences that are broadly contentious in American society—e.g., teaching evolution in science courses,
multiculturalism in social studies, or sex education in health courses.
For example:
The history of the United States may be taught in a wide variety of ways using different historical examples, themes, and perspectives.
A teacher may choose to present the history of the world or the United States from the perspective of the European settlers and explorers, or the teacher may choose to present it from the perspective of displaced Native Americans or colonized African and Asian
peoples.
Teaching Strategies:
the way that schools and teachers choose to educate students
Project-based learning or community-based learning communicates specific messages
Skills such as critical thinking and problem solving, and attributes such as persistence, resourcefulness, and self-motivation, are valued and important.
the way that schools and teachers choose to educate students
On the other hand:
If students earn good grades or extra credit for
turning in
homework on time
listening attentively
participating during class
raising their hands
the students may learn that compliance is as important as academic performance.
School Structures:
the way that a school or academic program is organized and operated
The structure of a school program can also mirror or reinforce cultural biases or prejudices.
For example, students of color and students from lower-income households are often disproportionately represented in
lower-level courses [tracking], and receive harsher punishments for breaking rules.
example: Students of color and students from lower-income households are often disproportionately represented in lower-level courses [tracking], and receive harsher punishments for breaking rules.
Institutional Rules:
The formal rules in a school may communicate a wide variety of intentional and unintentional messages to students.
While the intent of formal school rules and policies is to
tell students how they are expected to behave, the degree to which they are enforced or unenforced, or the ways in which they are enforced, may communicate messages that undermine or contradict their stated intent.
For Example:
Some schools require students to wear school uniforms, some ban certain types of attire, and others have very liberal or permissive clothing policies.
What kind of strange dress/appearance regulations where present at your school?
The hidden curriculum is a powerful force of socialization.
Since the hidden curriculum is "hidden"
Difficult to reform
Might be linked to institutional prejudices so that new rules produced are equally inequitable
Its effects are hard to measure or "prove".