Do you think the majority of educators recognize a hidden curriculum in schools
***Question for the class***
Do you think the majority of educators recognize a hidden curriculum in schools?
Q. What are the long-term implications of these lessons for boys’ and girls’ identities and performance in schools?
A. Identities and performance in school can be impacted by what is known as the “hidden school curriculum” (Cahill, 2018, p.99). This hidden curriculum involves teaching work differently by class, concealed lessons, and disciplining the body. This contributes to the embodiment of gender in childhood while keeping an appearance of normalcy. When examining performance in school, gender performance can be embodied by some individuals, impacting them psychologically and physically.
This hidden curriculum is implemented in order to “shape the minds and condition the participant physically for cognitive learning” (Cahill, 2018, p.99). Long-term implications could result in a wide array of issues to include masculinity and feelings of the body being a source of power in men. For women, the body can often be viewed as a source of anxiety and tentativeness that can influence a lack of confidence in women’s “cognitive or leadership” capabilities (Cahill, 2018, p.99).
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