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  • The ultimate goal of Uncovering the Hidden Curriculum is to promote inclusive education where all students can thrive in their academic environments and be setup for success beyond post-secondary institutions. To achieve this goal, we need to first understand the barriers that exist for many of our students. It should not come as a surprise that there are variations in post-education outcomes between different groups of students who ostensibly share similar post-secondary experiences; the hidden curriculum has been cited as an underlying reason for these differences.┬áSome groups have reduced access to resources that are linked to the hidden curriculum prior to and during their education, which influences their learning experiences and outcomes.
    • Non-native English speakers may not be able to locate or understand different aspects of the hidden curriculum, or if they do, they may not be able to understand its importance due to a language barrier.
    • Individuals who attended low socioeconomic status schools may not have had any introduction to these concepts, and even if they do learn them later in life, they may be too far behind to compete against their peers for educational or employment opportunities.
    • Marginalized or underrepresented groups may have been previously disengaged from learning aspects of the hidden curriculum because available resources did not consider diverse perspectives and sources of knowledge.
    • Students with disabilities may find it particularly difficult to navigate post-secondary learning environments without explicit support in relation to the hidden curriculum.
  • Therefore, members at all levels of post-secondary institutions, including administration, support services, faculty, and students themselves have an opportunity and responsibility to uncover the hidden curriculum to make learning fully accessible and inclusive.