Le Learning from student partn partners to rs to u unco cove ver th r the univer uni ersity’s hi hidden en cur urricul ulum um Giselle Laiduc, MS & Rebecca Covarrubias, PhD Department of Psychology, UC Santa Cruz SSERC Research Symposium | Friday, May 31, 2019
Inequitable College Retention Rates College Completion Rates Obtaining a college degree linked • 70% with numerous life benefits 60% College perceived to be a pathway • 50% for upward social mobility 40% Historically marginalized students • 60% 30% have lower college completion rates 20% compared to their peers 29% 10% 14% 0% Low Middle High Socioeconomic Status (D’Allegro & Kerns, 2010; Fryberg & Markus, 2007; Markus, 2017; Thelin, 2011; NCES, 2017)
Universities Privilege Upper-Middle Class Norms Universities reflect cultural norms of upper-middle class, • White families These norms convey ideas about how to be a good student • (Fryberg & Markus, 2007, Greenfield, 1997; Kim, 2002; Li, 2005; Markus, 2017; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012; Stephens, Markus, & Phillips, 2014; Thelin, 2011)
The Hidden Curriculum Reinforces Inequity Cultural capital – knowledge that helps people • navigate culture (e.g., college) • Provides advantages for upper-middle class students ? • Provides disadvantages for working-class students Hidden curriculum – unspoken academic, social, • and cultural lessons necessary to be successful in college (Bourdieu & Passeron, 1977, Bourdieu 1985; Giroux, 1983; Giroux & Penna, 1979)
Social Class Differences in Academic Engagement at an Elite University So Social Class Co College Transition Re Relation on w/ author ority figures in col ollege Positive At ease with and at university • Middle Class Relatively similar Proactive in reaching out • Engagement expected as part of college • Negative Dissonance fosters anxiety • Doubly New world Withdraws from interactions and engagement • Disadvantaged Feelings of guilt associated with help seeking • Reluctance to engage • (Jack, 2016, Sociology of Education )
Social Class Differences in Academic Engagement at an Elite University So Social Class Co College Transition Re Relation on w/ author ority figures in col ollege Positive At ease with and at university • Middle Class Relatively similar Proactive in reaching out • Engagement expected as part of college • Negative Dissonance fosters anxiety • Doubly New world Withdraws from interactions and engagement • Disadvantaged Feelings of guilt associated with help seeking • Reluctance to engage • (Jack, 2016, Sociology of Education )
Social Class Differences in Academic Engagement at an Elite University So Social Class Co College Transition Re Relation on w/ author ority figures in col ollege Positive At ease with and at university • Middle Class Relatively similar Proactive in reaching out • Engagement expected as part of college • Negative Doubly New world Withdraws from interactions and engagement • Disadvantaged Feelings of guilt associated with help seeking • (Jack, 2016, Sociology of Education )
Social Class Differences in Academic Engagement at an Elite University So Social Class Co College Transition Re Relation on w/ author ority figures in col ollege Positive At ease with and at university • Middle Class Relatively similar Proactive in reaching out • Engagement expected as part of college • Negative Doubly New world Withdraws from interactions and engagement • Disadvantaged Feelings of guilt associated with help seeking • (Jack, 2016, Sociology of Education )
Research Questions • What parts of the hidden curriculum do university students experience? • Are their experiences informed by their social class backgrounds?
Method Procedure A random sample of UCSC students (n=3,320) were emailed a • 30-minute online survey • Those who completed were compensated with a $10 Amazon electronic gift card 328 completed the survey ( M age = 20.3 years, SD =2.2) •
Method Racial/Ethnic Breakdown Middle Eastern, Black, 1.60% 1.90% Participants (n=328) Multiracial, White, 15.80% 53.8% men, 39.8% women, 6.4% • 31.10% gender non-binary Latinx, 22.40% 63.3% continuing-gen, 36.7% first-gen • Year in School Asian, 27.30% 63.9% upper-middle class, 36.1% • 30.0% working-class 25.0% 20.0% 15.0% Survey Measures 27.6% 24.8% 23.3% 10.0% 20.2% 5.0% 4.0% 0.0% 1st 2nd 3rd 4th 5th
Hidden Curriculum (Open-ended) Sometimes to be successful in college, students need to use certain lessons, values, or perspectives that are not explicitly taught by staff or faculty. They may be referred to as the “hidden curriculum,” or the unspoken (or implicit) academic, social, and cultural messages that students learn as they navigate college. Are there any of these hidden skills, lessons, or values that you wish you knew at the start of college?
Hidden Curriculum (Close-ended) Select the top 5. ☐ Visiting office hours ☐ Asking for help ☐ Emailing professors ☐ Joining a research lab ☐ Forming study groups ☐ Finding leadership positions ☐ Identifying resources on campus ☐ Other: _______________ ☐ Identifying a mentor ☐ I knew all of these skills and lessons prior to attending college. ☐ How to contribute in a classroom ☐ Managing your time ☐ Finding your way around campus
Results – Hidden Curriculum Frequency Theme Student wished they knew how to… (n=177) Time Management Manage their time better and prioritize competing demands 28.25% Study & Work Habits Study better and how to efficiently complete assignments 23.73% Establishing & Managing Utilize office hours or connect/communicate with others (TAs, 22.03% Connections w/ Others faculty, peers) Knowing about, Using, Learn about or use resources earlier (including refining 20.34% Navigating Resources professional development skills) Enrolling in & Selecting Enroll in and select classes and majors, particularly in regards to 17.51% Class(es) or Major(s) deadlines Asking for Help Ask for help 7.34% Miscellaneous Not internalize failure; Advocate for themselves 6.78%
Results – Hidden Curriculum Frequency Theme Student wished they knew how to… (n=177) Time Management Manage their time better and prioritize competing demands 28.25% Study & Work Habits Study better and how to efficiently complete assignments 23.73% Establishing & Managing Utilize office hours or connect/communicate with others (TAs, 22.03% Connections w/ Others faculty, peers) Knowing about, Using, Learn about or use resources earlier (including refining 20.34% Navigating Resources professional development skills) Enrolling in & Selecting Enroll in and select classes and majors, particularly in regards to 17.51% Class(es) or Major(s) deadlines Asking for Help Ask for help 7.34%
Time Management Examples If you want to achieve everything that you want, you I wish I was better at need to be very organized and organizing my time/planning plan ahead of time. Otherwise, things better when I first it will be difficult to do even came into college. I had simple things like sleeping early pretty poor planning skills or going to the gym. and a horrible habit with procrastination.
Results – Hidden Curriculum Frequency Theme Student wished they knew how to… (n=177) Time Management Manage their time better and prioritize competing demands 28.25% Study & Work Habits Study better and how to efficiently complete assignments 23.73% Establishing & Managing Utilize office hours or connect/communicate with others (TAs, 22.03% Connections w/ Others faculty, peers) Knowing about, Using, Learn about or use resources earlier (including refining 20.34% Navigating Resources professional development skills) Enrolling in & Selecting Enroll in and select classes and majors, particularly in regards to 17.51% Class(es) or Major(s) deadlines Asking for Help Ask for help 7.34%
Results – Hidden Curriculum Frequency Theme Student wished they knew how to… (n=177) Time Management Manage their time better and prioritize competing demands 28.25% Study & Work Habits Study better and how to efficiently complete assignments 23.73% Establishing & Managing Utilize office hours or connect/communicate with others (TAs, 22.03% Connections w/ Others faculty, peers) Knowing about, Using, Learn about or use resources earlier (including refining 20.34% Navigating Resources professional development skills) Enrolling in & Selecting Enroll in and select classes and majors, particularly in regards to 17.51% Class(es) or Major(s) deadlines Asking for Help Ask for help 7.34%
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