Jean Anyon, the chairperson of the Department of Education at Rutgers University, and the author of the essay “Social Class and the Hidden Curriculum of Work,” says that a child’s social class reflects the kind of schooling that he or she receives. After reading Anion’s article on public education and carefully examining the different levels she calls the working class, the middle-class, the affluent professional class, and the executive elite class, it is recognized that Anyon’s main point is how, in most cases, despite your educational perseverance, your economic background determines your educational success and future.

The working-class school, the lowest class, takes up about 38.6 percent of U.S. families. In this class parents have an average income of about twelve thousand dollars or less. They hold jobs like platform, storeroom, and stockroom workers; foundry men, pipe welders, and boilermakers; semiskilled and unskilled assembly-line operatives; gas station attendants, auto mechanics, maintenance workers, and security guards, waitresses, barmaids, and store clerks that require little or no critical or

Next, Anyon sort of draws a line between the two lower and two upper schools. This line is made up of a use of critical and analytical thinking, as well as the income and job status of the parent. This class consists of 7 percent of the U.S. population, where the parents have an average income of forty to eighty thousand dollars. They hold the upper middle class professional jobs such as a cardiologist, interior designer, corporate lawyer or engineer, or even an executive in an advertising firm. All of these jobs consist of the employee to be able to make their own decisions. This action is first encouraged in affluent professional school. There goal is creativity, all students work should not be the same because it is full of there own ideas. Students are continually asked to express and apply ideas and concepts within certain limits. These limits are appropriateness (nothing derogatory or uncalled for), the ideas must pertain to the assignment, and the quality of expression must be illustrative and hands on. 2.) To keep the attention of the children, a teacher works on finding averages with her class by having them count the number of chocolate chips in chocolate chip cookies. In order to find the correct answer, they must eat the cookies to properly count the amount of chocolate chips present. Work involves individual thought and expressiveness, expansion and illustration of ideas, and choice of appropriate method and material (written stories, editorials and essays; murals, graphs, or crafts) Not very many workbooks or worksheets are used. The teacher's control of the class is based on negotiations. The teacher will often ask the students if they understand the material. If the students do not, the teacher will re-teach and review the material before moving on. This encouragement that illustrates the use of critical, analytical, and creative thinking is a mere reflection of the jobs in there society. All of the jobs in this society require these skills, and pay good money to the people who practice them.

Whatever skills and knowledge the community has is what influences the curriculum taught by the teachers. The differences of class work and atmosphere continue the job cycle with many of the children doing something close to or the same as what their parents did. Because of the teaching and learning styles in the

Some topics in this essay:
Curriculum Work”, Junior Fortnightly, Rutgers University, Express Steel, class schools, lower class, Showlater W130, Street Mothers, lower class schools, average income, critical analytical, elite class, parents average, executive elite, thousand dollars, analytical thinking, Jean Anyon, parents average income, critical analytical thinking, Hidden Curriculum, Class Hidden, thousand dollars hold, class hidden curriculum, hundred thousand,