Harvard Educational Review
  1. Spring 1998 Issue »

    "The Department Is Very Male, Very White, Very Old, and Very Conservative"

    The Functioning of the Hidden Curriculum in Graduate Sociology Departments

    Eric Margolis, Mary Romero
    In this article, Eric Margolis and Mary Romero examine the effect of the "hidden curriculum" on women of color graduate students in sociology. They interview twenty-six women of color enrolled in Ph.D. programs in sociology to uncover how the graduate school curriculum not only produces professional sociologists, but also simultaneously reproduces gender, race, class, and other forms of inequality. In their analysis, Margolis and Romero identify two forms of the hidden curriculum at work: the "weak" form, which is the professionalization process essential to "becoming a sociologist," and the "strong" form, which acts to reproduce stratified and unequal social relations. The numerous quotations from the women graduate students interviewed reveal that many elements of the hidden curriculum -- such as stereotyping and blaming the victim -- were painfully obvious to them. As Margolis and Romero argue, the women's stories, the authors' analysis, and the publication of this article are forms of resistance to the hidden curriculum, constituting "a lifting of veils to make visible what was hidden."

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    Spring 1998 Issue

    Abstracts

    "The Department Is Very Male, Very White, Very Old, and Very Conservative"
    The Functioning of the Hidden Curriculum in Graduate Sociology Departments
    Eric Margolis, Mary Romero
    Cognitive Skill and Economic Inequality
    Findings from the National Adult Literacy Survey
    Stephen W. Raudenbush, Rafa M. Kasim
    Voices Inside Schools - Cacophony to Symphony: Memoirs in Teacher Research
    Karen Hale Hankins

    Book Notes

    Channel Surfing
    By Henry A. Giroux

    Against the Tide
    Edited by Karen Doyle Walton

    Working in Higher Education
    Edited by Rob Cuthbert

    Making School by Hand
    By Mary Kenner Glover

    Teaching Reading and Writing in Spanish in a Bilingual Classroom
    By Yvonne S. Freeman and David E. Freeman

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