Higher Education and Tracking
While studies on the hidden curriculum mostly focus on fundamental primary and secondary education, higher education also feels the effects of this latent knowledge. For example, gender biases become present in specific fields of study; the quality of and experiences associated with prior education become more significant; and class, gender, and race become more evident at higher levels of education.
One additional aspect of hidden curriculum that plays a major part in the development of students and their fates is tracking. This method of imposing educational and career paths upon students at young ages relies on various factors such as class and status to reinforce socioeconomic differences. Children tend to be placed on tracks guiding them towards socioeconomic occupations similar to that of their parents, without real considerations for their strengths and weaknesses. As students advance through the educational system, they follow along their tracks by completing the predetermined courses. This is one of the main factors limiting social mobility in America today.
Read more about this topic: Hidden Curriculum
Famous quotes containing the words higher education, higher, education and/or tracking:
“The lesson learned here is a costly one: If you stand up for your principles, follow the law, and win massively, you lose totally.”
—Linda J. Carpenter, U.S. educator. As quoted in the Chronicle of Higher Education, p. A38 (July 15, 1992)
“Labor is prior to, and independent of, capital. Capital is only the fruit of labor, and could never have existed if labor had not first existed. Labor is the superior of capital, and deserves much the higher consideration.”
—Abraham Lincoln (1809–1865)
“If you complain of neglect of education in sons, what shall I say with regard to daughters, who every day experience the want of it? With regard to the education of my own children, I find myself soon out of my depth, destitute and deficient in every part of education. I most sincerely wish ... that our new Constitution may be distinguished for encouraging learning and virtue. If we mean to have heroes, statesmen, and philosophers, we should have learned women.”
—Abigail Adams (1744–1818)
“Such is the art of writing as Dreiser understands it and practices it—an endless piling up of minutiae, an almost ferocious tracking down of ions, electrons and molecules, an unshakable determination to tell it all. One is amazed by the mole-like diligence of the man, and no less by his exasperating disregard for the ease of his readers.”
—H.L. (Henry Lewis)