Overview
This is the first in a 3-part series focused on hidden curriculum (unwritten, unspoken values, rules, lessons, and expectations) and its implications for first generation and other underrepresented students. Unpacking the hidden curriculum requires reflection and engagement on how policies, pedagogies, and classroom climate intersect to influence students’ navigation of higher education. It is important that we frame and address the role and fundamentals of the hidden curriculum to design equitable sites and spaces for first-generation and underrepresented students.
Learning Outcomes
- We will engage attendees in a discussion of a brief history of the origin of first-gen terminology and how practices within Predominantly White Institutions perpetuate the hidden curriculum and deficit narratives of student success.
- We then offer an asset-based introduction to the lived experience of first-generation + students (e.g., students who are first in their family to go to college and with intersectional social identities).
- Participants will engage in activities that will allow them to operationalize the hidden curriculum in their own spaces and classrooms.
- Participants will leave better equipped to recognize dynamics of identity, power, and privilege in their work in first-generation spaces.
Topics
- Designing Equitable Classrooms
- First Generation and Underrepresented College Students
- Hidden Curriculum
Who should attend
All participants, and especially faculty and teaching staff are welcomed. In this space, we are here to develop our praxis, regardless of our titles or roles.