Students of low socioeconomic status (SES) suffer reduced academic achievement levels compared to other students. Evidence suggests discord between a student’s home and school environments (i.e., the hidden curriculum) contributes to poor educational outcomes. In this paper, we advocate educator, teacher, and administrator use of the Funds of Knowledge theory to identify the hidden curriculum that a student of low SES receives in school. This article, published in the William & Mary Educational Review, illustrates how, once the hidden curriculum is identified, educators can be better equipped to connect the home and school environments of students of low SES and thereby improve their academic performance. (coauthors: Brian Fries, Mike Postma, and Bei Zhang)
Link to full article here.