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Social Class and the Hidden Curriculum of Work

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Mark Escamilla

on 23 October 2013

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Transcript of Social Class and the Hidden Curriculum of Work

Social Class and the Hidden Curriculum of Work
Jean Anyon, Fall 1980, Journal of
Main Argument
Jean Anyon’s main argument in Social Class and the Hidden Curriculum of Work is that students receive a different education based on their community and the community the school is located in. Jean divided the schools into four categories the working-class schools, middle-class schools, affluent professional schools and the executive elite schools. An example for student receiving different education based on their community is the working-class schools mainly teach how to follow procedure, but aren’t really taught how to make decisions or have choice. Where in executive elite schools, their focus is to expand a student’s intelligence and are known for having the best academics.
Where is the Logic?
What Makes her Credible?
-Earned Bachelor and masters degrees in education at University of Pennsylvania
-Earned doctrine in education at New York University
-Spent most of her early career at Rutgers University
"The Title"
-The significance of the title is that it is gives some what of a brief summary of the main idea if the article with out really reading any of the article at all
-Professor of Social and Educational Policy
-Doctoral Program in Urban Education
Main Claims
"Public Schools in complex industrial societies like our own make available different types of educational experience and curriculum knowledge to students in different social classes."
(Anyon par. 1)
Schools underlyingly form curriculum(s) to accommodate for the societal needs appointed soulley by curriculum constructors of students based on their social class and environment

-Ghetto Schooling: A Political Economy of urban education (1997)
-Radical Possibilities: Public Policy, and a New Social Movement (2005)
-Theory and Educational Research: Toward Critical Social Explanation (2009)
Rhetorical Analysis of "Social Class and the Hidden Curriculum of Work."
By: Mark Escamilla
Alex Balensi
Nicholas Magner
Marcus Gladden
Miranda Duff
Juan Santillana

Even More:
-Teacher Development and Reform in an Inner-city school (1994)
-Race, Social Class, and Educational Reform in an Inner-city School (1995)
-What “counts” as Educational Policy? Notes toward a New Paradigm (2005)
-No Child Left Behind as Anti-poverty Program (2007)
With her critiques of
contemporary education
, social political commentary, and addressing of
public schooling
issues amongst different
Jean Anyon has been a key player in the shaping of modern American education
Other Works
Social Class
and the
Hidden Curriculum
of Work
Social Class
- One of the most discussed American and global issues
Hidden Curriculum
- Implies that the education and security of children is being compromised and is persented as a major issue
Many of Anyon's claims are based off of her studies such as...
-The Upper Class schools exhibited a more creative and free thinking curriculum whereas the Lower Class schools exhibited a more formulaic route based curriculum thus...
Social Class and the Hidden Curriculum of Work appeals to pathos because of the serious and straight forward tone of the author. Her tone makes the reader understand that children receiving unequal education is a serious issue. For example, when the author mentions, in his tone, the working-class schools and the significant difference it has to the middle-class schools the reader feels bothersome emotions due to the inequality.
The essay appeals to Logos in many ways, such as
-Examination of real elementary schools, although kept anonymous, this was a study that Anyon herself led.
-Quotes from teachers, students and administrators of examined schools
"At one point her class seemed confused [...] 'you're confusing yourselves. You're tensing up. Remember when you do this, it's the same steps over and over again-and that's the way division always is'" (qtd. in Anyon 174).
-Her background as an author and critic of the education system in America.
Study Links UC Entry, Social Class
L.A. Times, November 19, 2003, Peter Y. Hong, Times Staff Writer
"Social class has had more effect on whether a student will attend the University of California system than any other factor, including race, according to a new study of California high schools by UC Berkeley sociologists."
"The defining trait of the top feeder high schools was a high education level among parents. At the 50 public schools with the highest percentage of UC entrants, nearly 38% of parents had attended graduate school; at the bottom 50, fewer than 5% of parents had some postgraduate education. Parental income was also important. Only about 8% of students at the top 50 public schools received subsidized meals, compared with 46% at the bottom 50 schools."

This article Strictly coincides with Anyons claims of Social class being a representative factor of education level as well as predetermined placements of students based on "class," of schools.
•Relates to Anyon’s “From Social Class…” because it also discusses that education levels are based on one’s social class
•In “No Rich Child Left Behind”, author Sean F. Reardon also believes that students of families with higher income do better in school than the students of families with low income
•Reardon stated “Family income is now a better predictor of children’s success in school than race”
•Anyon also claimed that schools in wealthy communities are better than schools in poor communities
•Anyon believes teachers and the way the curriculum is is the problem and Reardon believes the same but parenting is also the problem
•Reardon believes that the better the child gets education and support in early childhood, this will benefit parents and the child in the future
"No Rich Child Left Behind"
By: Sean F. Reardon, April 27, 2013, New York Times
A Tale of Two Schools
Although not coinciding with Anyon's "hidden curriculum," this video depicts the dissidence in education based soulley on income/class
A Bit of Background
• DOB: July 16, 1941-Sept. 7, 2013
• Anyon was a professor in the doctoral program of social and educational policy and critical social theory, in the Graduate Center of the City University of New York.
• Main audience is professional educators.
• POV: How there are vast differences in schools for example wealthy schools are better than those in poor communities and better prepare for desirable careers such as doctors, lawyers, and business leaders and on the other hand, poor community schools are directed towards the vocational aspect of education.
• The authors qualifications to speak is based on the fact that she was a leading American thinker and researcher in education and life-long social activist.
• Significance: Because students of different economic backgrounds are already being prepared to occupy different statuses on the social ladder. The rich are on the top of the social ladder, producing many students that will move on to obtain professional careers – white collar, while the poor are on the bottom of the social ladder being vocationally educated and producing many students who will move on to obtain blue collar jobs.
The author takes the ideas from several different authors and takes much of her evidence from her 5 studied New Jersey schools. She is also a professor of Educational Policy, so it's probably safe to assume that...
"Once or twice a year they are given Science projects. The project is chosen and assigned by the teacher [...] Explaining the cards to the observer, the teacher said, 'it tells them exactly what to do, or they couldn't do it'" (Qtd. in Anyon 175)
But what is the purpose?
The purpose of Ayon's writing of the essay is to inform professional educators, as well as parents, of the fact that there is a social bias in scholastic planning and it is affecting the progress and education of American children.
-As an educator Anyon finds it not only an issue, but a very substantial one that needs to be reformed (as can be seen in her other publications).
"The foregoing analysis of differences in schoolwork in contrasting social class contexts suggests the following conclusion: the 'hidden curriculum' of schoolwork is tacit preparation for relating to the process of production in a particular way. Differing curricular, pedagogical, and pupil evaluation practices emphasize different cognitive and behavioral skills in each social setting and thus contribute to the development in the children of certain potential relationships to physical and symbolic capital,11 to authority, and to the process of work" (Anyon 184).
Her claims stay true to her thesis being that

-Educational curriculum planning has a hidden bias
-This is determined by the social class of schools and is supported by her study/evidence.
-The behaviors and mannerisms of both students and educators coincided with her hypothesis of the hidden curriculum.
What to remember

-The social agenda placed in schools is not perminant and can be changed
-Not many generalizations can be made based only on this one study.
"Since each of the five schools is only one instance of elementary education in a particular social class context, I will not generalize beyond the sample. However, the examples of schoolwork which follow will suggest characteristics of education in each social setting that appear to have theoretical and social significance and to be worth investigation in a larger number of schools." (Anyon 173).
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