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- 1. Assessing the Hidden Curriculum Heather Cole Michigan State University December 10, 2012
- 2. Table of Contents hat is Hidden Curriculum? esearch on Hidden Curriculum xamples of Hidden Curriculum Tracking” and Hidden Curriculum idden Curriculum in my School
- 3. What is a hidden curriculum? s Anyon describes, “many important civic concepts- what power and authority are, how one should behave, who people are, what gender, class and culture mean- are learned most powerfully through the hidden curricula and through the conventions and assumptions imbedded in language and culture.”
- 4. Research on Hidden Curriculum ven with the inequity between schools it is possible for a working class school to have an elite curriculum. As Anyon mentions, I think it is easy for, “the very choice of school knowledge, the act of designing school environments, though they may not be done consciously, are often based on ideological and economic presuppositions which provide commonsense rules for educators’ thought and action” (Anyon, p. 46).
- 5. Examples of Hidden Curriculum Low Income Middle Class Upper Class Schools Schools Schools Value Importance of getting Work carried out obedience/following the right answer independently rules Rote behavior Heavy use of Analytical emphasis textbook3
- 6. Socialization ithin the school framework, “the use of praise, the rules of access to materials and the control of time and emotions all make significant contributions to the teaching of social meanings in school” (Apple & King, p. 51). The way that students are taught to interact with peers and adults differs by school often based on income.
- 7. Examples ften, “(t)he culture of dominant society tends to be institutionalized and reproduced” (Heilman 2011). Heilman references the fact that those that benefit most from the hidden curriculum are the upper class students who as she mentions, are most likely to be taught critical thinking and problem solving skills.
- 8. “Tracking” and Hidden Curriculum tracking” should not limit students that may not be as advanced academically but have the desire to do well. think tracking can become an issue when it is used to divide students rather than challenge them. If students are placed based on preference then ability, different courses can be challenging for different students
- 9. Hidden Curriculum in my School orking Class School ost staff is highly supportive ome believe our students will not go to college mportance of high expectations for our students. tudents need to hear the adults in their lives encourage them and tell
- 10. My School
- 11. Maslow’s Hierarchy of needs
- 12. How to change the culture in schools Within this negative connotation of hidden curriculum I believe there is room for change. Since so many of the articles I read on the subject of hidden curriculum talked about the adults in the students lives, parents, teachers and community members, and how they directly influenced students perceptions of school and their options for the future. If a community and it’s parents and teachers exude positive expectations and model positive behavior, this will be reflected by the students.
- 13. References Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), Apple, M., & King, N. (1990). Economics and control in everyday school life. Ideology and curriculum ,New York: Routledge eilman, E. (2009). Seeing the hidden curricula of social spaces and places. Social studies and diversity education: What we do and why we do it. New York: Routledge. Jackson, P. (1968). The daily grind. Life in Classrooms,New York: Teachers College Press (original)
Editor's Notes
- Most of the literature about hidden curriculum phrases it in a negative light. Hidden curriculum is seen as negative and oppressive, holding certain groups of students back and preventing them from seeing or actualizing their true potential. Anyon’s schools that she analyzes in Social Class and the Hidden Curriculum of Work point out some of the disparities in the curriculum of schools that vary by different socioeconomic groups. The lower income schools she describes as being very structured and lacking creativity, while the higher income schools allow for student growth and individuality.
- I do think that some teachers do look at the students in my school and alter the way they teach because of their biased opinions that our students may not go to college or earn any advanced degree. With that being said, I don’t think that this hidden curriculum which I see on a teacher by teacher basis, is the biggest problem facing our students. I think there are many other roadblocks that set them up to not do as well academically and that those teachers that have this bias can be addressed individually. Anyon’s article also did little to address what changes should be made, I think without wide systemic changes that hidden curriculum is only one small part of the overall problem with inequality in education.
- Students in middle or lower income schools are more likely to be taught to follow directions and not to question authority. The hidden curriculum in poorer districts mirrors the type of skills that are valued for students in their future careers. For the lower income schools mentioned in Anyon’s study, those skills would include a blind obedience to authority and the ability to follow directions that are given. The more affluent schools encouraged students to advocate for themselves and their self interests, when this is seen in some of the lower income schools, Anyon says the teachers see this as disrespectful for challenging their authority. I think Anyon makes a valid point in mentioning that teachers should look beyond the immediate interaction with students and look at the overall picture of how students view each interaction.
- As Anyon theorizes, students in the lower income schools are taught and graded on how well they follow directions without question. She mentions that it isn’t until she observes the upper middle class school that she notices students questioning and considering the environment around them. Students in the more affluent districts are given more freedom both academically and spatially within the school building. There is a lot to be said for students fulfilling the expectations we communicate, either nonverbally or verbally, to them. I had a student explain this concept to me all too clearly in his own words. He told me that another teacher had “written him off” as a “bad kid” and that he would continue to do badly in class and give her a hard time because that was what she expected of him. This student communicated this to me in an offhand way but it resonated with me that students not only notice but internalize our expectations of them.
- I currently teach at a school that is working class, and I see some of the examples of hidden curriculum in my own school. While I think that overall our staff is truly dedicated and committed to helping our students succeed I do hear from time to time teachers commenting that most of our students won’t go on to college or any form of higher education. I think that students need to hear the adults in their lives encourage them and tell them they can do anything they set out to. It always saddens me when I tell a student that getting good grades will help them get into college yet I hear them say that they cannot go to college. Coming from a middle class family with parents that did not go to college I firmly believe that parents have to stress to their children the importance of going to college. I always did well in school but I know that I did better knowing that my parents had high expectations for me and teachers can only do so much to motivate students, encouragement from the student’s parents and community makes a big difference.
- Teachers expectations in particular have a big impact on students achievement. High expectations and support for students results in higher achievement and success. Coming from an upper-middle class school myself I think it is easy to look at the lower income schools and simply say that if the teachers had higher standards the kids would ‘do better’. While I agree that the teacher’s and communities standards and perspectives play a part that there are so many factors at play as far as student achievement.
- I have many students who are homeless or only regularly get meals at school, to look at these students and how well they do in school and compare them equally with schools with high incomes is unrealistic. Students from middle and upper class schools come to school every day without these problems, most have enough to eat, a place to live and a stable home life. Looking at Maslow’s Hierarchy of Needs, our students need to feel safe and secure and have basic needs like food being met on a daily basis to even consider doing well in school. Students in higher income schools are far less likely to have as many needs that are not being met as those in lower income schools.