2023 ASEE Annual Conference & Exposition

Hidden curriculum (HC) refers to unwritten and unacknowledged attitudes, values, beliefs, and opinions in an environment [1]–[7]. The research team utilized the [redacted] survey, a validated mixed-methods instrument [7], which they distributed to engineering students and faculty (N = 984) across the United States and Puerto Rico. The research team has previously explored how individuals are aware of, express emotions in response to, and leverage their self-efficacy in response to HC in engineering [1], [6], [8]. The research team originally intended to extend this research to investigate individuals’ self-advocacy strategies, as well as strategies they used to advocate for others when they witness negative HC. However, during descriptive and thematic coding of responses to the self-advocacy open-ended survey item, we noted engineering students’ (n = 27) conceptions that may limit their self-advocacy or advocacy for others (self-/advocacy) in response to negative HC. We explored these responses further using a case study-inspired approach [9], wherein we identified four conceptions about HC self-/advocacy. A few participants (n = 2) did not think that HC in engineering is an issue, and as a result, did not self-/advocate for themselves or others. A few participants (n = 3) insisted on colorblind and gender-blind equality in their self-/advocacy. Many participants (n = 17) acknowledged that HC is present in engineering yet self-advocate or advocate in ways that could perpetuate HC. A few participants (n = 7) conceptualized HC awareness and advocacy, particularly on HC-related issues around sexism and racism, as harmful to some people in engineering. By exploring this group of participants’ further, the research team glimpsed an undercurrent of student opinions around HC self-/advocacy that may inform future professional development and curricular change.