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From Social Class and The Hidden Curriculum of Work
Transcript of From Social Class and The Hidden Curriculum of Work
Born in 1941 in New Jersey.
Attended the University of Pennsylvania in 1963 earning her bachelor's and master's degree in education.
In 1976 she completed her doctoral work at New York University.
Biography & Credentials
Anyon starts by explaining how she will illustrate the differences in social-class communities through an educational scope.
She asserts in the beginning that there is little investigation which is the main reason why she brought light on the subject.
She provides background about each social class, describing parent's income, occupation, and other social characteristics.
She provides this information to give the reader a better understanding of what and how different social classes live.
Anyon broke down each social class and at the end the reader has a clear understanding of the problem with the hidden curriculum.
by Jean Anyon
From Social Class and The Hidden Curriculum of Work
Anyon is qualified and credible on education topics due to the fact that she spent a lot of time studying urban education and was a civil rights and social activist.
She wrote 5 different books related to social class and education.
Anyon was awarded in the American Education Research Association (AERA), Division G which is social contexts of education.
Earned a Lifetime Achievement award in 2010 for (AERA).
Her work mainly exmanied the intesections of race, social class, education policy, and the economy.
Quick facts about the Publication
Anyon published From Social Class and The Hidden Curriculum of Work in the fall of 1980.
The significance of the title of this piece is to grab the readers attention with the words "hidden curriculum" and how it has to do everything with social class.
Anyon's main audience is professional educators to enlighten what they are doing to societies and our future.
Jean Anyon's thesis is public schools in complex industrial societies, like our own, make available different types of education experience and curriculum knowledge to student and there has been little to no attempt to investigate the issue.
During Anyon's study (1978-1979) Working class was made of blue-collared jobs, with only 33% skilled workers and 15% of the fathers are unemployed.
Typical occupations; platform, storeroom, stockroom workers, pipe welders, assembly line workers.
Less than 30% of the women work park time & full time.
15% of families live below the poverty line.
In school, students were taught the basics, to follow instructions and not think for themselves.
Following step-by-step instructions without importance to the answer, as long obey greater authority.
Creativity is not encouraged and is it actually oppressed by direct instructions.
Unconsciously being trained to have the same occupation as their predecessor.
Occupations in 3 groups; small group of blue-collared "Rich", skilled well-paid workers such as printers, carpenters, plumbers, and construction workers.
Second group is considered parents in the working class and middle-class, white-collared jobs; office jobs, technicians, city jobs such as firefighters and police.
Third group; middle management; personal directors, and accountants.
Students are taught common curriculum are made to answer yes & no questions without any elaboration.
Teachers focus on embedding the facts in the students head, and are strictly focused on the right answer.
Creativity is rare and unusual in this educational class.
Affluent Professional School
Typical jobs are cardiologist, interior designers, corporate lawyer, engineers, and executives in television and advertising.
Few of the families are more affluent than the majority.
Approximately 90% of the students in this class are white.
They are more creative and vocal, they are encouraged to speak what they want and expand on what they are talking about to gain a greater knowledge on it.
Executive Elite School
Typical jobs are presidents, vice presidents, major United States based multinational corporations like AT&T, Citibank, American Express, and a sizable group of fathers are executives in Wallstreet.
Teachers focus is developing one's analytic intellectual powers; more of how you got the answer rather than the answer.
Continually asked to reason through a problem and produce an answer that is logical and of top academic level.
Materials are assessable, no bells in between classes, no need permission to use the restroom, students are thought to think for themselves without any restrictions from authority (teachers).
They are breeding the 1% and making the rules for the rest of us!
How long do you think this has been going on for?
How many millions of people are getting trained to be in the work force?
Why are kids in the elite motivated and self-driven, as opposed as students in regular schools?
Why is are they taking comparative government in high school? Are they being molded to run this country.
They are creating a system that oppresses people's abilities and are supplementing the wealth gap for the future.
(The Good) and The Bad
Anyon has portrayed the image of an imbalance for the reader
Separated her claims into different sub-categories
Perfect use of rhetorical appeals
Supported her claims with factual information of a case-study
Created a common ground with her readers
Begins with a strong thesis
Depicts problem that should be much more crucial to the public
Good descriptive properties
Anyon uses good structure to properly support her claims
The Good and (The Bad) Continued...
No interview of the students
Unable to determine whether she is reporting or persuading
Could conduct more studies on the development of the students as individuals
Describes a good amount of superfluous detail
Talked to the teachers to have their insight on what their teaching to see if its just them or it’s the curriculum
Look at multiple teachers in the same school to see if there was a variation in how some teach or they're all the same
Give facts about how each school performed on standardized state tests and compare them to one another
Add more sample schools into the discussion
The evidence is clear on the positive effects of good teachers and the harm that can be done by bad ones; in one study, elementary students taught for three years in a row by highly ineffective teachers ended up in the 45th percentile or below on state math tests, whereas students with three particularly good teachers scored over the 85th percentile (Sanders & Rivers, 1996; see also Bembry, Jordan, Gomez, Anderson, & Mendro, 1998; Mendro, Jordan, Gomez, Anderson, & Bembry, 1998; National Center for Education Statistics, 2000e, p. 5-7). As these studies suggest, the impact of poor teaching can be dramatic, cumulative, and difficult to reverse. (Hochschild)
The Quality of Teaching
Author is a well educated professor of educational policy of the City University of New York
Very extensive research of 5 elementary schools of different social classes that lasted an entire school year
The communities in which the schools are located in are identified in their social classes, given examples like average family income and common jobs of adults in the communities
Also, she gives many examples of how the teaching techniques differed throughout the five schools, even provided some quotes of how the teachers interacted with the students
Author uses a lot of statistics, primarily describing money
She categorizes the 5 different schools from the least privileged to the very privileged
Brings in this problem in a case study
Tone & Bias
The tone of Anyon is informative, assertive and does not try to persuade
She never discusses the successfulness and only bases it on the negative aspect
For the lower class she only talks about how the schools shape them, not how they actually become
For the higher class she generalizes that they are set up to have good careers
Anyon's tone and appeal makes it evident that her attitude toward this subject implies there is a problem.
Her view on the difference of the education classes portrays a one sided argument because...
Thoughts on the Video
The Affluent Professional Life
The Working Class Life
We report observed differences in young children’s achievement scores in literacy and mathematics by race, ethnicity, and socioeconomic status (SES) as they begin kindergarten. There are substantial differences by race and ethnicity in children’s test scores as they begin kindergarten. Before even entering kindergarten, the average cognitive score of children in the highest SES group are 60% above the scores of the lowest SES group. Moreover, average math achievement is 21% lower for black than for whites, and 19% lower for Hispanics.
Differences between social class
The Middle Class Life
The Elite Life
Anyon, a New York University graduate and Civil Rights and Social Activist, believes that the social class structure of education has been ignored and indefinably obscured by the line that divides the poor from the rich; this is what she refers to as the "Hidden Curriculum" of our society. Broken up into 4 major categories of a social ladder; the Working-Class, Middle-Class, Affluent Professional, and Executive Elite schools. Each class, starting from the first class mentioned, climbing up the ladder has a better learning environment and a teacher, whose motives become more about the students learning rather than keeping them quiet until the end of the school day. Through our continued research from Anyon's case study, we were able to identify the different properties and statistics of these 4 different social classes and conclude with agreement with Anyon that the "Hidden Curriculum" is true and very much avoided from. We have provided extensive research that elaborated on the claims that Anyon provided on her Essay, " From Social Class and The Hidden Curriculum of Work".
Trevin Alvarez :)