Sociologists call "The hidden curriculum" the lessons that students learn indirectly, but which they are not officially or formally tested on.
The term “hidden curriculum” refers to an amorphous collection of “implicit instructional, social, and cultural messages,” “unwritten guidelines and unspoken expectancies,” and “unofficial norms, behaviors and values” of the dominant way of life context wherein all coaching and getting to know is located.
At the same time as the “formal” curriculum consists of the courses, training, and learning sports students take part in, in addition to the understanding and abilities educators intentionally educate students, the hidden curriculum consists of the unstated or implicit academic, social, and cultural messages which might be communicated to college students at the same time as they're in faculty.
The concept of the Hidden Curriculum was a key idea within the Marxist attitude toward education, again in the 1970s. Bowles and Gintis explicitly noted it of their Correspondence principle after they argued that the norms taught thru it were given to kids geared up for future exploitation at work.
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<span>conscientiousness
This is the identity quality of being watchful, or cautious. is the personality trait of being careful, or vigilant. Conscientiousness implies a desire to do a task well, and to take obligations to others seriously. Conscientious people tend to be efficient and organized as opposed to easy-going and disorderly. Conscientiousness or Good faith suggests a want to do an errand well, and to consider commitments to others important. Conscientiousness individuals have a tendency to be effective and sorted out instead of agreeable and confused.</span>
Answer:
D. Because they are discriminated against based on their sex
Explanation:
They are seemed 'less' than men because they are a different gender. We can see examples of this in everyday life, such as women getting paid less than men in certain places.
Answer: D
Explanation: Developed by Albert Bandura, a Canadian psychologist and professor at Stanford University, the theory of social learning emphasizes learning through observation. Thus, social learning happens from the interaction between the learner's mind and the environment around it.
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