Reading Between the Lines: An Examination of Theoretical and Enacted Hidden Curriculum in College Algebra Classes

In order to progress as educators, we must examine the things we are currently teaching our students, whether that is the material in our curriculum or the too-often unspoken rules of professionalism, respect, and expectation within our classroom and, more broadly, within academia. In order to examine this "hidden curriculum" in practice, I have compiled interviews and observations of three college algebra instructors. I analyzed these interviews and observations for specific elements of hidden curricula as well as the potential influences on those elements. I examined each instructor's classroom hidden curricula in order to build a detailed profile of that instructor and their hidden curricula, then drew comparisons between the three profiles. In doing so, I made observations and conclusions which I believe may inform future work with hidden curricula, especially in regards to the influence of institution and team policies on individual classrooms.