Social Class and the Hidden Curriculum of Work

• "However, the examples of schoolwork which follow will suggest characteristics of education in social setting that appear to have theoretical and social significance and to be worth investigation in a larger number of schools." The differences in social class has lead to an investigation because it seems people are educated for their current social class and not to strive for other and high classes.
• "The teacher rarely explains why the work is being assigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance." This is an example from the two working-class schools, lower class school, that do not help student make connections now which can affect them later on in life. Teachers are not explaining to their students what the purpose of lessons and why it will be needed.
• "Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps." The students should be graded on whether right or wrong and steps are followed because in order to learn they need to understand their mistakes.
• "She made no attempt to explain..." this shows laziness in the teacher and no positive enforcement because it shows that the school does not truly care about the future of their students education and jobs.
• "Teachers made every effort to control the movement of the children..." not giving them the freedom to express themselves because the teachers were conditions that they could not trust the kids moving around or using school possessions. They were treated more as animals than people in lower class settings.
• "The products of work should not be like anybody else's and should show individuality." Related to the topic of identity because each person is unique and everyone's writing style is different. This quote comes from the professional schools idea and upper class idea.
• "The identification of different emphases in classrooms in a sample of contrasting social class contexts implies that further research should be conducted in a large number of schools to investigate the types of work tasks and interactions in each to see if they differ in the ways discussed here and to see if similar potential relationships are uncovered."