School Culture: Exploring The Hidden Curriculum

Adolescence, Fall, 1999 by David J. Wren

Paradoxes

There are several paradoxes regarding the nature and utility of the hidden curriculum in schools. First, since it is by nature more spontaneous and less explicit than the regular curriculum, is there anything educators can do to modify its influence on students? Second, if it is possible for educators to achieve consistency in its application, will shedding its hidden nature alter its influence? Finally, is it desirable for educators to seek renewed uniformity in school culture in a pronouncedly multicultural society?

HIDDEN CURRICULUM CHECKLIST

Attaining greater understanding of the hidden curriculum offers a grassroots approach to complement top-down school improvement methods (e.g., MBOs and PPBSs). The following checklist can help educators examine the symbolic aspects of the school environment.

I. School Rules, Ceremonies, Rituals, and Routines

1. There are regular inter- and intrascholastic competitions, pep rallies, and schoolwide assemblies (yes or no).

2. There are opening convocations and appropriate end-of-the-year ceremonies and activities (yes or no).

3. The school has its own motto, colors, etc. (yes or no).

4. There are regularly scheduled field trips (yes or no).

5. Students regularly receive recognition for outstanding conduct, grades, and other achievements (yes or no).

6. School policies regarding homework, discipline, and safety (e.g., fire drills) are well-known to both faculty and students, and are consistently enforced by the principal (yes or no).

II. Document Analysis

1. Documents available for students' use (check each type): (a) yearbook, (b) school newspaper, (c) handbook, (d) school calendar.

2. Documents available for faculty and community members (check each type): (a) handbook, (b) announcements, (c) mission statement,(d) newsletters (e) reports on school/community service projects.

CONCLUSIONS

Educators need to be aware of the symbolic aspects of the school environment (i.e., its culture), as well as adolescents' and teachers' perceptions (i.e., school climate). Greater understanding of the hidden curriculum will help them to achieve the goal of providing effective schools in the 21st century.

REFERENCES

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Bloom, B. (1981). All our children learning. New York: McGraw Hill.

Henry, J. (1955). Docility or giving the teacher what she wants. Journal of Social Issues, 11, 41-53.

Hirsch, E. D. (1987). Cultural literacy. Boston: Houghton Muffin.

Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart, and Winston.

Kraybill, D. (1991). Passing on the faith: The study of a Mennonite school. Intercourse, PA: Good Books.

Owens, R. (1987). Organizational behavior in education (3rd ed.). New Jersey: Prentice-Hall.

Ryan, K. (1987). Character development in the schools and beyond. New York: Praeger.

Sadker, D., & Sadker, M. (1985). Sexism in the classroom. Journal of Vocational Education, 60(7), 30-32.