Navigating the Hidden Curriculum
Coined by education scholar Philip W. Jackson in the late 1960s, the hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn during their academic journey. While the formal curriculum encompasses structured courses and intentional learning objectives, the hidden curriculum encompasses the implicit academic, social, and cultural messages communicated to students throughout their educational tenure. It encompasses the implicit rules and expectations that shape students’ experiences, yet are rarely explicitly articulated.
Who Does the Hidden Curriculum Affect?
The impact of hidden curriculum awareness extends beyond individual success; it also intersects with issues of equity within higher education. While the hidden curriculum affects all students to some extent, its impact is disproportionately felt by those from historically marginalized or underrepresented groups. First-generation students, multilingual learners, nontraditional students, and individuals from lower socioeconomic backgrounds often encounter additional barriers in deciphering and adapting to the implicit expectations of higher education. This lack of access to insider knowledge can reinforce and exacerbate existing disparities in educational attainment and opportunities. Furthermore, faculty assumptions about students’ prior knowledge and experiences can perpetuate inequities and hinder access to opportunities.
Additionally, the hidden curriculum can create barriers to a secure sense of belonging and inclusion for students, leading to feelings of isolation and alienation (Aubrecht, Katie, 2019; Billings, Martha E. et al., 2011). First-generation college students in particular report lower levels when it comes to belonging, congruency, and mattering when compared to continuing-generation college students (Dueñas, M., & Gloria, A. M., 2020; Shine, Danielle, et al., 2021). Students with less understanding of the institutional culture often don’t clearly recognize their instructors’ expectations or know when and where to seek help. Moreover, seeing their peers’ success at navigating this culture can be extremely alienating.
Impact of Hidden Curriculum Awareness on Student Success
Awareness of the hidden curriculum is paramount for student success, as it empowers learners to navigate the complexities of higher education more effectively. Consider a scenario where a student encounters the term “office hours” for the first time and struggles to grasp—or entirely misunderstands—its purpose. They may feel uncertain about what questions to ask or whether seeking help outside of class is even appropriate. Similarly, when tasked with conducting research for a paper, another student may find navigating the library’s online databases and catalog challenging. Unsure of which databases are best suited for their research area, they may struggle to identify credible sources, use search filters effectively, and utilize all available resources. Without explicit guidance, students from diverse backgrounds may find it difficult to meet these implicit expectations, ultimately impacting their academic performance and confidence (Winkelmes, Mary-Anne, et al., 2016).
Examples of the hidden curriculum permeate various aspects of university life, ranging from networking and building connections to understanding faculty expectations and navigating institutional resources. For instance, while the importance of networking is widely acknowledged, the intricacies of establishing professional connections and leveraging them for future opportunities are often left implicit. Similarly, understanding the value of extracurricular involvement or deciphering academic language and terminology are aspects of the hidden curriculum that can significantly impact students’ academic journey.
Strategies for Integrating Hidden Curriculum Awareness
Incorporating awareness of the hidden curriculum into educational settings requires intentional strategies and practices. Some key approaches include:
- Incorporate into Syllabi: Add a dedicated section on the hidden curriculum to course syllabi, outlining its importance and specific areas of focus throughout the course.
- Define Terms: Throughout the semester, define terms (such as office hours) as they come up, particularly when teaching first-year students or those unfamiliar with specific disciplinary references.
- Provide Resources: Offer students access to resources and support services that demystify the hidden curriculum and equip them with the tools to navigate academic challenges effectively. Explain how these services and resources can assist them, remind them that they are there throughout the semester, and aim to normalize self-help seeking behaviors.
- Encourage Peer Mentoring and Support Programs: Foster group collaboration, peer mentoring, and support networks that enable students to learn from one another and navigate both the formal and hidden curriculum together. Additionally, consider providing information about how to get involved in student clubs and activities (such as how to sign up and evaluate the level of commitment).
- Leverage Transparent Teaching: Embrace transparent teaching practices that provide clarity and openness about learning objectives, expectations, and assessment criteria, thereby empowering students to navigate the academic landscape with confidence.
- Reflect on Assumptions: Reflecting on our own assumptions about students’ prior knowledge and experiences, such as by regularly assessing and reassessing our teaching methods and course materials, can help identify areas where implicit expectations may be hindering student understanding and success.
By integrating awareness of the hidden curriculum into educational practices, educators can empower students to navigate the complexities of higher education more effectively, thereby fostering a more inclusive and equitable learning environment and empowering students from all backgrounds to thrive in academia and beyond.
References
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Campbell, Nicole, and Asil El Galad. “The Hidden Curriculum and Its Impacts on Students and Educators.” University Affairs, July 26, 2023.
Dueñas, M., & Gloria, A. M. (2020). “¡Pertenecemos y tenemos importancia aquí! Exploring Sense of Belonging and Mattering for First-Generation and Continuing-Generation Latinx Undergraduates.” Hispanic Journal of Behavioral Sciences 42, no. 1: 95-116.
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Nickel, Bernard. “The Hidden Curriculum: Engaging Students on Another Level.” Harvard University.
Rosenberg, John S. “Mastering the ‘Hidden Curriculum’: How Some Colleges Help First-Generation and Low-Income Students Succeed.” John Harvard’s Journal, December 2017.
Shine, Danielle, et al. “The Role of Mattering and Institutional Resources on College Student Well-Being.” College Student Journal, vol. 55, no. 3, Fall 2021, pp. 281+.
Small, Dwane. “The Hidden Curriculum in Public Schools and its Disadvantage to Minority Students.” International Forum of Teaching and Studies, vol. 16, no. 1, 2020, pp 16-23.
“The Push to Reveal Higher Ed’s Hidden Curriculum.” Georgetown University Center on Education and the Workforce, May 6, 2022.
Winkelmes, Mary-Ann, et al. “A Teaching Intervention that Increases Underserved College Students’ Success.” Peer Review 18 (1) (Winter): 31-36, 2016.