Editing Hidden curriculum (section)

== 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 differences in class, gender, and race become more evident at higher levels of education.<ref>[[Eric Margolis (sociologist)|Margolis, Eric]], Michael Soldatenko, Sandra Acker, and Marina Gair. "Peekaboo: Hiding and Outing the Curriculum." The Hidden Curriculum in Higher Education. Ed. Margolis, Eric. New York: Routledge, 2001.</ref>

Additionally, [[Tracking (education)|tracking]] is another aspect of the hidden curriculum that plays a major role in the development of students. This method of imposing educational and career paths upon students at young ages relies on a variety of factors such as class and status in order to reinforce socioeconomic differences. Children tend to be placed on tracks that guide them towards socioeconomic occupations similar to that of their parents, without real considerations for their personal strengths and weaknesses. As students advance through the educational system, they follow their tracks by completing these predetermined courses.<ref>Rosenbaum, James E. The Hidden Curriculum of High School Tracking. New York: John Wiley & Sons, 1976.</ref>