A Review of the Status of Ethnicity in the Hidden Curriculum

The purpose of this article is to analyze the status of ethnicity in the hidden curriculum of the secondary school and to explain views implicitly taught to the students with regard to this status.the qualitative method of ethnography is applied.The participants in the research were the students and teachers of a secondary school in the city of Tehran. Purposeful sampling was employed for data collection and the tools that the researcher used during one year of ethnography were observation, interviews,daily note takings, photographs, video tapings,analysis of documentaries,voice recordings, and performance of focus groups.Findings of this research show that respecting different ethnicities in the hidden curriculum does not have a desirable place and the students did not have much knowledge about each other's ethnicity.The students’ daily experiences do not guarantee that they receive those cultural elements that the society and the Explicit/formal curriculum believe that they should possess.