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“IT’S NOT ALWAYS WHAT IT SEEMS”: EXPLORING THE HIDDEN CURRICULUM WITHIN A DOCTORAL PROGRAM A dissertation submitted to the Kent State University College and Graduate School of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Rachel Elizabeth Foot August, 2017 © Copyright, 2017 by Rachel E. Foot All Rights Reserved ii A dissertation written by Rachel E. Foot B.A. (Hons), University of the West of England, 2000 M.Sc., Clarion University, 2003 Ph.D., Kent State University, 2017 Approved by __________________________________, Director, Doctoral Dissertation Committee Alicia R. Crowe __________________________________, Member, Doctoral Dissertation Committee Joanne Kilgour Dowdy __________________________________, Member, Doctoral Dissertation Committee Tricia Niesz Accepted by __________________________________, Director, School of Teaching, Learning Alexa L. Sandmann and Curriculum Studies __________________________________, Dean, College of Education, Health James C. Hannon and Human Services iii FOOT, RACHEL, E. Ph.D., August 2017 TEACHING, LEARNING AND CURRICULUM STUDIES “IT’S NOT ALWAYS WHAT IT SEEMS”: EXPLORING THE HIDDEN CURRICULUM WITHIN A DOCTORAL PROGRAM (pp. 315) Dissertation Director: Alicia R. Crowe Ph.D. The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve doctoral students within a single program at one university. Participants took part in three sets of semi-structured interviews and data were analyzed using a cross-case analysis. Findings suggest that doctoral students experience mixed messages related to the values and norms of the program when the intended, explicit curriculum is contradicted by a hidden curriculum. The hidden curriculum is communicated through and related to the structure and organization of the program, the social structures inherent in the program, and the identities students are encouraged to value. The hidden curriculum is interpreted through each student’s unique self-lens. These findings suggest doctoral programs should examine their curriculum with a focus on contradictory cultural messages from the perspectives of past and present students. Only when administrators, faculty, and students examine the hidden curriculum together and reflect on their part in (re)producing that hidden curriculum can we remove the invisibility cloak from doctoral education and improve doctoral student satisfaction and success. ACKNOWLEDGMENTS I considered multiple approaches to this acknowledgements page. A long narrative starting with my first and favorite teacher and moving through the 34 years of my educational life perhaps? A parody of an Oscar winner’s speech maybe? Or possibly a pastiche of a recipe from a book? In the end though, I’ve decided to keep things simple. There are a handful of people who have directly supported my work in this dissertation, a small group who have been instrumental in my journey to this point in my life and academia, and a vast number who have provided invaluable friendship and support, and I will briefly address each in turn. Firstly, I must thank those directly involved in the research and writing of this dissertation. My committee chair, advisor, colleague, and friend, Dr. Alicia R. Crowe has provided support, advice, and many long and philosophical conversations about the hidden curriculum for over 5 years now. Alicia introduced me to the hidden curriculum in a class she taught; it was her passion for the process of teaching and learning, and how the two integrate to create a fulfilling education experience (or not) that really started me on the journey to this specific dissertation topic. Alicia has been patient and kind during this long journey, and in my opinion gave her time above and beyond the requirements of a dissertation advisor, especially in this last sprint to the finish. It is safe to say, I simply would not be here if Alicia had not been such an amazing advisor. I must also thank and acknowledge my additional committee members, Dr. Tricia Niesz and Dr. Joanne Kilgour Dowdy. I was lucky to take classes with these scholars as part of the coursework phase of the program and thankfully they agreed to sit on my dissertation committee. iv Both Tricia and Joanne are inspirational faculty who have provided me with opportunities to research and write with them, and I am lucky to have their perspectives help shape my work and future goals. Thank you all, so much. While still looking to those with direct involvement in this dissertation, there are three critical friends that must be acknowledged, Dr. Karen Andrus Tollafield, Chad Everett Allan, and Dr. Katherine Batchelor. Without the scholarly, psychological, and emotional support of these once doctoral colleagues and forever friends, I would never have made it through this process. For the late night messages of support, for the talking through of ideas, for the reading of drafts, and mostly for the hilarious group texts, I thank you. I must also thank Jennifer L. Schneider, my flame-haired partner in crime who enjoys a glitter ball curriculum reference as much as I do, and Elizabeth Ritz, a dear friend who was kind to me on day one of the doctoral program and set the tone for the rest of my experience. On then to those who have supported me not just with this dissertation, but in all my endeavors and in ways it may be impossible to verbalize. My parents, Gillian and Michael Foot and the love of my life, Aaron Near. First, to Gill and Mike – the best parents in the world. There may be readers of this page who think their parents are the best, but I can assure you, my parents win that title hands down. I was lucky to live with two of the most intelligent, well-read, hilarious people on this Earth. My parents are a large part of who I am. The research I value, the work I want to complete, and my academic goals are all driven by my view of the world, shaped by these two amazing people. My parents encouraged me in every way possible, and even when I had to leave v them in England to continue my academic journey in the USA, they put my needs before their own and sent me away with their blessing and, thank goodness, weekly Facetime calls to keep me sane. Mum and Dad, you are the best and there will never be enough ways for me to thank you. The last named person in this acknowledgement page is Aaron Near, but in this case last does not mean least. Aaron Near is the person who witnessed the roller coaster of PhD program and dissertation process first-hand. He was on the frontline of this thing and may deserve a medal for the friendly fire he took on occasions. The doctoral journey is far from easy, with ups and downs akin to standing on a ship deck during the storm of the century, but with Aaron I had a steady hand to hold my own. Aaron comforted me when the dissertation work felt like too much, he celebrated with me with every new milestone, and perhaps the most important of all, he provided me with love when I needed it…and chocolate, which is almost as important as love in my book. Aaron and our dog Odin provided the hugs and love that all doctoral students need, as well as a myriad of wonderful experiences to help me gain space and clarity from the dissertation when I needed it. Aaron, thank you babe. Finally, to all the faculty who shaped my educational experiences from day one. Mrs. Ruth Crouch in primary school, Dr. Patricia Kennedy at Clarion University of Pennsylvania, and Dr. Kristiina Montero at Syracuse University, and many more, thank you for seeing something in me and inspiring me to continue on this educational journey. I never would have got here without you. And to my wonderful friends and family near vi and far, I wish I could name you all. You have helped and supported me in ways most of you will never know, and I appreciate and thank you for that. And I cannot end without mentioning Comma the cat. Who supported me in the way you would expect of a cat, by sitting on my computer a lot when I was trying to write. vii TABLE OF CONTENTS ACKNOWLEDGMENTS…………………………………...…………………………...iv LIST OF FIGURES……………………………………………………………………....xi LIST OF TABLES……………………………………………………………………….xii CHAPTER I. INTRODUCTION………………………………………………………………………1 Preface ..........................................................................................................................1 Background ..................................................................................................................7 Purpose of Study ..........................................................................................................8 Statement of Significance .............................................................................................8 Research Questions ....................................................................................................10 Definitions ..................................................................................................................10 Curriculum ......................................................................................................... 10 Hidden Curriculum ............................................................................................ 12 Doctorate/Doctoral ............................................................................................
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