Hidden Curriculum

The relationship between the meaning of hidden curriculum and the role of schools in cultural hegemony is dishearteningly similar.  The hidden curriculum described by Walter Karp’s article, Why Johnny Can’t Think, “succeeds at their historical task of socializing people to be compliant, poorly informed about democratic ideals and practices, and ill prepared to think critically.” (Tozer,p. 292). 

Tozer explains, “Cultural literacy appears to value traditional knowledge that has historically minimized attention to African Americans, Hispanics, women, and working-class people. “ (p.288).   Most public school’s demographics are changing to a more diverse group of students.   According to the National Center for Education Statistics (2012), “Between 1990 and 2010, the percentage of public school students who were White decreased from 67 to 54 percent, and the percentage of those who were Hispanic increased from 12 percent (5.1 million students) to 23 percent (12.1 million students).”  With the public school population changing, why has the curriculum not changed?  How can African American, Hispanics, and females comprehend traditional knowledge if there is no connection or motivation to learn this material?  Why is today’s curriculum a “one size fits all”? 

In addition to the lack of cultural connection, there are also the social issues that impact the education of marginalized groups.   For example, William J. Wilson’s interview of what causes poverty in the African American community include  the lack of a good education, economic obstacles, and another factor called structural forces.  The structural forces consist of racial discrimination and segregation.  It is difficult for marginalized groups to feel and experience success.  These inequalities are being played out in today’s educational environment.  As John Goodlad states, “There is in the gap between our highly idealistic goals for schooling in our society and the differentiated opportunities condoned and supported in schools a monstrous hypocrisy.” (Tozer, 295).

Today’s schools are struggling to meet academic standards and find it difficult to close the achievement gap between Whites and Minorities (African American and Hispanic students).  Is it the curriculum?  Is it the standardized test that is known to be geared toward the White student?  Do we as educators have the resources to use for best practices in the classroom?  Do we utilize every staff person effectively in order to reduce overcrowding in the classrooms?  If there is indeed a fiscal cliff, how are we going to provide a quality and equality education for all students with more budget cuts and a reduction in staff? 

How can we encourage our students to be risk takers when they fail to meet performance expectations based on standardized test scores?  Tozer states, "The favorless many, who have majored in failure for years, are taught to think ill of themselves.  Youthful spirits are broken to the world and every impulse of citizenship is effectively stifled." (p. 295). The hidden curriculum is apparent in today’s public schools.