Curriculum the Hidden Curriculum: The

¶ … Curriculum The hidden curriculum: The problems of social assumptions in the educational environment A curriculum is often defined as "a course of study, often in a particular field"(Hidden curriculum: An introduction, 2010, Autism network). This suggests an explicitly defined course or path through a particular content or subject area, such as the 'math' or language arts' curriculum. But within every classroom there is also a hidden curriculum, a subtle social script that must be obeyed.

Examples of the hidden curriculum might be as simple as conforming to the expectation of raising one's hand to be called upon in class. It might also encompass not contradicting the teacher (or even some favored students in class), allowing males to dominate the conversation, or only speaking English.

The hidden curriculum is "a term to used to describe the unwritten social rules and expectations of behavior that we all seem to know, but were never taught," but in today's increasingly diverse environment, the social script of the classroom can be unintentionally discriminatory and counter-productive to student learning (Hidden curriculum: An introduction, Autism network, 2010), Individuals from other cultures may experience difficulties learning the hidden curriculum.

For example, an immigrant from China who is used to a very deferential and respectful relationship between students an teachers may struggle in the freewheeling classroom of America, where challenging the instructor, creative thinking, and debate is prized. "In order to have a more complete picture of their schools, administrators need to become cognizant of the almost imperceptible yet powerful influence of institutional culture/climate. Culture refers to the values and symbols that affect organizational climate (in this case, students' and educators' perceptions of the school environment)" (Wren 1999, p.1).

The 'hidden curriculum' may even penalize members of the majority. It has been argued that the priority placed upon debate and achievement often silences girls. A lack of support in math and the sciences creates an exclusionary male culture. Studies of classroom social dynamics suggest that more boisterous "boys received more of their teachers' time and attention, whereas girls often were more docile and reticent to call attention to themselves" (Wren 1999, p.1).

Yet some anti-feminist activists now claim that the priority placed upon verbal skills at a young age alienates boys, citing lower college attendance rates amongst males. Regardless of what one thinks regarding the larger, social 'hidden curriculum' regarding gender, it is difficult to deny that the 'hidden curriculum' can hurt either boys or girls, if the teacher is not balanced in his or her approach to the subject matter and the negotiation of classroom relationships. Individuals with certain kinds of learning disabilities may also struggle with the hidden curriculum.

"Individuals who have ASD [autism spectrum disorder] do not come equipped with the same ability to understand the hidden curriculum. As a result, they break a lot of social and behavioral rules without intent or even knowledge that they are doing so" (Hidden curriculum: An introduction, Autism network, 2010). Students with ADHD (attention deficit disorder) may struggle with the need to sit still, listen to the teacher, allow other students to speak without interruption, and to focus on a task.

Students with dyslexia may feel 'stupid' because of the association with intelligence and reading above grade level. Is it the responsibility of students to learn, obey, and accept the hidden curriculum? Or must teachers become more self-aware of their biases? Of course, on a very basic level, it is essential that students behave according to certain rules to maximize their own educational efficacy as well as create a non-disruptive environment for others.

Interrupting other students cannot be permitted and learning how to engage in civil discourse and debate is just as important in becoming a good citizen as learning the names of the presidents. Socialization is an important goal of the educational process. However, teacher's awareness of how students with ADHD might have difficulty with learning social skills or how students from another culture might not understand classroom expectations is essential.

When dealing with students from a wide variety of cultures and levels of ability, enhanced self-consciousness on the part of all members of the classroom can promote tolerance within the learning environment. The awareness of the classroom's 'hidden' assumptions can foster greater self-consciousness and compassion regarding those who are less fluent in the norms of the hidden curriculum. The hidden curriculum of social assumptions thus is least harmful when it is not so hidden.

An effective teacher cannot eliminate all social norms from the classroom, nor would this be desirable, but the teacher can grow more self-conscious and explicit about her expectations. Some of the teacher's assumptions might be valid, others might not be, but not until the rules of the hidden curriculum are revealed can they be fairly upheld. Hidden rules are often arbitrarily enforced, and frustrate those who do not understand them. The 'hidden curriculum' has been viewed alternatively as insidious and necessary.

The curriculum has even been called the conscious and the unconscious "indoctrination that attempts to maintain social privilege" within the framework of a formal education setting (Deutsch, 2004, p. 3). Yet it has also been called the "unstated rules necessary for successful completion of formal education studies" (Deutsch, 2004, p. 3). These rules can be powerful in shaping a student's self-esteem for good or ill. "What you learn in the hidden curriculum lasts a lifetime.

If there is a contradiction between what's taught by the formal curriculum and what's taught by the hidden curriculum, people always believe the hidden curriculum. Always" (Ortberg 2009, p.1). A teacher who says that all students are valued, but shows implied favoritism to those of her background, or even those who excel in certain subjects will only be believed in terms of the 'hidden' curriculum she is teaching. A hidden curriculum is not necessarily negative.

According to one seventh grade student at a progressive middle school: "A lot of what we do at school has to do with responsibility. When we plan our end-of-the-year-trip, it's our responsibility to do the organizing and planning. If we don't work hard enough and plan well, it's our own fault if we don't go. When we have a problem with schoolwork, it's our responsibility to fix it, although teachers are always available to support us. If we are given free work time, it's our responsibility to make the most.