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Le Learning from student partn partners to rs to u unco cove ver th r the uni univer 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

• Obtaining a college degree linked

with numerous life benefits

• College perceived to be a pathway

for upward social mobility

• Historically marginalized students

have lower college completion rates compared to their peers

(D’Allegro & Kerns, 2010; Fryberg & Markus, 2007; Markus, 2017; Thelin, 2011; NCES, 2017)

14% 29% 60%

0% 10% 20% 30% 40% 50% 60% 70% Low Middle High

Socioeconomic Status

College Completion Rates

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

(Jack, 2016, Sociology of Education)

So Social Class Co College Transition Re Relation

• n w/ author
• rity figures in col
• llege

Middle Class Relatively similar Positive

• At ease with and at university
• Proactive in reaching out
• Engagement expected as part of college

Doubly Disadvantaged New world Negative

• Dissonance fosters anxiety
• Withdraws from interactions and engagement
• Feelings of guilt associated with help seeking
• Reluctance to engage

Social Class Differences in Academic Engagement at an Elite University

(Jack, 2016, Sociology of Education)

So Social Class Co College Transition Re Relation

• n w/ author
• rity figures in col
• llege

Middle Class Relatively similar Positive

• At ease with and at university
• Proactive in reaching out
• Engagement expected as part of college

Doubly Disadvantaged New world Negative

• Dissonance fosters anxiety
• Withdraws from interactions and engagement
• Feelings of guilt associated with help seeking
• Reluctance to engage

Social Class Differences in Academic Engagement at an Elite University

(Jack, 2016, Sociology of Education)

So Social Class Co College Transition Re Relation

• n w/ author
• rity figures in col
• llege

Middle Class Relatively similar Positive

• At ease with and at university
• Proactive in reaching out
• Engagement expected as part of college

Doubly Disadvantaged New world Negative

• Withdraws from interactions and engagement
• Feelings of guilt associated with help seeking

Social Class Differences in Academic Engagement at an Elite University

(Jack, 2016, Sociology of Education)

So Social Class Co College Transition Re Relation

• n w/ author
• rity figures in col
• llege

Middle Class Relatively similar Positive

• At ease with and at university
• Proactive in reaching out
• Engagement expected as part of college

Doubly Disadvantaged New world Negative

• Withdraws from interactions and engagement
• Feelings of guilt associated with help seeking

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 (Mage= 20.3 years, SD=2.2)

Method

Participants (n=328)

• 53.8% men, 39.8% women, 6.4%

gender non-binary

• 63.3% continuing-gen, 36.7% first-gen
• 63.9% upper-middle class, 36.1%

working-class

Survey Measures

White, 31.10% Asian, 27.30% Latinx, 22.40% Multiracial, 15.80% Middle Eastern, 1.90% Black, 1.60%

Racial/Ethnic Breakdown

24.8% 20.2% 27.6% 23.3% 4.0%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 1st 2nd 3rd 4th 5th

Year in School

Are there any of these hidden skills, lessons, or values that you wish you knew at the start of college?

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.

Hidden Curriculum (Close-ended)

☐ Visiting office hours ☐ Emailing professors ☐ Forming study groups ☐ Identifying resources on campus ☐ Identifying a mentor ☐ How to contribute in a classroom ☐ Managing your time ☐ Finding your way around campus ☐ Asking for help ☐ Joining a research lab ☐ Finding leadership positions ☐ Other: _______________ ☐ I knew all of these skills and lessons prior to attending college.

Select the top 5.

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34% Miscellaneous Not internalize failure; Advocate for themselves 6.78%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

If you want to achieve everything that you want, you need to be very organized and plan ahead of time. Otherwise, it will be difficult to do even simple things like sleeping early

• r going to the gym.

I wish I was better at

• rganizing my time/planning

things better when I first came into college. I had pretty poor planning skills and a horrible habit with procrastination.

Time Management Examples

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

How to properly socialize and network so that you are not constantly in the dark about what’s going on academically, socially, [or] the know-how of how to maneuver through campus. …how to talk to professors and staff and communicate your thoughts effectively.

Establishing & Managing Connections w/ Others

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34%

Results – Hidden Curriculum

Theme Student wished they knew how to…

Frequency (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 Connections w/ Others Utilize office hours or connect/communicate with others (TAs, faculty, peers) 22.03% Knowing about, Using, Navigating Resources Learn about or use resources earlier (including refining professional development skills) 20.34% Enrolling in & Selecting Class(es) or Major(s) Enroll in and select classes and majors, particularly in regards to deadlines 17.51% Asking for Help Ask for help 7.34% Frequency (n=177) 28.25% 23.73% 22.03% 20.34% 17.51% 7.34%

Results – Hidden Curriculum

Theme

All Students

(n=177) Working-class (n=62) Upper-middle class (n=113)

df X2 p

Time Management 28.25% 29.0% 27.4% 1 .05 .82 Study & Work Habits 23.73% 19.4% 26.5% 1 1.14 .29 Establishing & Managing Connections w/ Others 22.03% 24.2% 20.4% 1 .35 .56 Knowing about, Using, Navigating Resources 20.34% 22.6% 19.5% 1 .24 .63 Enrolling in & Selecting Class(es) or Major(s) 17.51% 12.9% 20.4% 1 1.53 .22 Asking for Help 7.34% 8.1% 7.4% 1 .06 .82

No significant social class differences.

Results – Hidden Curriculum (Close-ended)

3.7% 11.3% 18.9% 23.2% 23.2% 25.0% 25.3% 33.2% 35.7% 36.6% 43.0% 44.5% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0%

I knew all these skills prior to college. How to contribute in a classroom Finding leadership positions Emailing professors Identifying a mentor Identifying campus resources Forming study groups Joining a research lab Managing your time Asking for help Networking Visiting office hours

Frequencies

n=328

Results – Hidden Curriculum (Close-ended)

Hi Hidde dden S Skill Al All Stu tudents ts (n (n=328) Wo Working-cl class (n (n=116) Up Upper-mi middle clas ass (n (n=205) df df X2 p Visiting office hours 44.5% 43.1% 44.9% 1 .10 .76 Networking 43% 46.6% 41% 1 .94 .33 Asking for help 36.6% 41.4% 33.2% 1 2.16 .14 Managing your time 35.7% 33.6% 37.1% 1 .38 .54 Joining a research lab 33.2% 31.0% 35.1% 1 .55 .46

No significant social class differences in hidden curriculum selections.

Discussion & Implications

• Students report similar elements of the hidden curriculum

(e.g., time management, establishing and maintaining connection with others, asking for help, etc.)

• Students’ desire to learn these skills does not significantly

differ between working- and upper-middle class students Implications

• Explore strategies to make the hidden curriculum more

explicit

What are ways/practices that you can work to uncover the hidden curriculum in your interactions with students?

Thank you!

• Student partners and participants
• Rebecca Covarrubias
• Culture & Achievement Collaborative
• Student Success & Equity Research Center
• Sam Foster, Ruby Hernandez, Brandon

Balzer Carr, Uriel Serrano, Aaron Springer

• Anna Sher (Institutional Research,

Assessment, and Policy Studies)

• Jaye Padgett (Division of Student Success)
• Division of Graduate Studies

glaiduc@ucsc.edu

Culture and Achievement Collaborative