Hidden curriculum
The unofficial norms, values, and behaviors learners acquire through school routines and culture, beyond the content explicitly taught.
School discipline: Rules and practices used to regulate student behavior in educational settings. Enforcement teaches which behaviors authorities accept and what consequences follow.
Philip W. Jackson: An American education researcher whose 1968 book Life in Classrooms described implicit lessons of classroom life. Jackson's observations helped establish the hidden curriculum as a concept.
Social reproduction: The process by which social structures and inequalities persist across generations. Hidden lessons can help schools reproduce existing status and power relations.
Formal curriculum: The officially prescribed learning goals, subjects, and content of an educational program. It is the planned instruction against which unofficial lessons are distinguished.
Classroom management: Methods teachers use to organize classrooms and support productive learning. Everyday expectations about order and participation become lessons in conduct.
Life in Classrooms: Philip W. Jackson's 1968 study of everyday experience in elementary classrooms. The book named and analyzed lessons in patience, compliance, and social adjustment.
Cultural capital: Knowledge, skills, tastes, and dispositions that can confer social advantages. Schools may reward cultural familiarity that is not part of the stated syllabus.
Null curriculum: Knowledge and subjects omitted from what schools teach. Omission differs from hidden teaching, though both shape what schooling communicates.
Teacher expectations: Beliefs teachers hold about students' abilities, behavior, or potential. Differential expectations can shape how students are treated and how they see themselves.
Education and the Reproduction of Social Class: A sociological account of how schooling can reproduce class relations across generations. Class analysis connected implicit school expectations to unequal social outcomes.