HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION
Hidden curriculum refers to the beliefs, attitudes, and conduct of students in the classroom, apart from the explicit subject taught in textbooks. This paper has discussed how student participation at Amin Bazar Ideal School in Amin Bazar, Dhaka, has influenced and changed traditional gender norms a...
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| Format: | Article |
| Language: | English |
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Universitas Muhammadiyah Kupang
2025-03-01
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| Series: | Sociological Education |
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| Online Access: | https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1848 |
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| author | Md. Zahidul Islam Md. Minhajul Arefin Md. Sobur Hossain Nishat Tasnim |
| author_facet | Md. Zahidul Islam Md. Minhajul Arefin Md. Sobur Hossain Nishat Tasnim |
| author_sort | Md. Zahidul Islam |
| collection | DOAJ |
| description | Hidden curriculum refers to the beliefs, attitudes, and conduct of students in the classroom, apart from the explicit subject taught in textbooks. This paper has discussed how student participation at Amin Bazar Ideal School in Amin Bazar, Dhaka, has influenced and changed traditional gender norms and expectations. This was motivated by concerns that any subtle support of societal norms and expectations regarding classroom communications, teacher actions, and institutional policies symbolizes conventional gender roles. A quantitative approach was employed to collect data through questionnaires, interviews, and classroom observations to examine the influence of gender on student participation in academic and extracurricular activities. The findings indicated that the hidden curriculum significantly supported conventional gender roles, with girls being directed toward submissive roles and boys being encouraged toward assertiveness and leadership. Data analysis was conducted using SPSS software. The data present hidden biases that need to be addressed to ensure gender equality and a supportive and inclusive educational environment. The figures on student involvement illustrate that 55% of the respondents favor excellent engagement, 11% strongly agree, 44% agree, 38% are undecided, and 7% disagree. Classroom gender participation has no appreciable correlation with socioeconomic level or gender identity according to the Pearson Correlation Coefficient of 0.120. |
| format | Article |
| id | doaj-art-e71275fa5a274968a3b76d007796e140 |
| institution | OA Journals |
| issn | 2746-3567 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Universitas Muhammadiyah Kupang |
| record_format | Article |
| series | Sociological Education |
| spelling | doaj-art-e71275fa5a274968a3b76d007796e1402025-08-20T01:47:28ZengUniversitas Muhammadiyah KupangSociological Education2746-35672025-03-016111310.59098/socioedu.v6i1.18481848HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATIONMd. Zahidul Islam0Md. Minhajul Arefin1Md. Sobur Hossain2Nishat Tasnim3University of DhakaUniversity of DhakaBegum Rokeya University, RangpurBegum Rokeya University, RangpurHidden curriculum refers to the beliefs, attitudes, and conduct of students in the classroom, apart from the explicit subject taught in textbooks. This paper has discussed how student participation at Amin Bazar Ideal School in Amin Bazar, Dhaka, has influenced and changed traditional gender norms and expectations. This was motivated by concerns that any subtle support of societal norms and expectations regarding classroom communications, teacher actions, and institutional policies symbolizes conventional gender roles. A quantitative approach was employed to collect data through questionnaires, interviews, and classroom observations to examine the influence of gender on student participation in academic and extracurricular activities. The findings indicated that the hidden curriculum significantly supported conventional gender roles, with girls being directed toward submissive roles and boys being encouraged toward assertiveness and leadership. Data analysis was conducted using SPSS software. The data present hidden biases that need to be addressed to ensure gender equality and a supportive and inclusive educational environment. The figures on student involvement illustrate that 55% of the respondents favor excellent engagement, 11% strongly agree, 44% agree, 38% are undecided, and 7% disagree. Classroom gender participation has no appreciable correlation with socioeconomic level or gender identity according to the Pearson Correlation Coefficient of 0.120.https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1848hidden curriculumgender rolescultural normsequity in educationinstitutional biaspearson correlation |
| spellingShingle | Md. Zahidul Islam Md. Minhajul Arefin Md. Sobur Hossain Nishat Tasnim HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION Sociological Education hidden curriculum gender roles cultural norms equity in education institutional bias pearson correlation |
| title | HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION |
| title_full | HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION |
| title_fullStr | HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION |
| title_full_unstemmed | HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION |
| title_short | HIDDEN CURRICULUM IN A SUBURBAN HIGH SCHOOL: EXPLORING GENDER NORMS AND EXPECTATIONS FOR STUDENT PARTICIPATION |
| title_sort | hidden curriculum in a suburban high school exploring gender norms and expectations for student participation |
| topic | hidden curriculum gender roles cultural norms equity in education institutional bias pearson correlation |
| url | https://e-journal.unmuhkupang.ac.id/index.php/se/article/view/1848 |
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