Manuscript Policy Poss “as foal of Edson ate sient an eestor with ea 0p nent lees in contemporary education. Preparation of Ailes -Mansscrpes mutt be typed, double-spaced, and conform to APA guidlines. The frigial manuscript end ew copes, sb well 5100-200 word abstatt ands swt f graphical set, mus be naladed ‘All mansszits should be subnited vo dhe Editor, Jounal of Edveaion, Boston University Sahoo! of Education, 765 Commonwealth Avenue, Boston, Masse ‘nuit 02215, VOLUME 162, NUMBER 1, WINTER 1980 ‘Each yeer Botton Univesity pblishes the founal of Education, Requests ors ‘eriptlons should bo adereste tothe our of Education athe School of E80. tion, 765 Commonweal Avenue, Berton, Maasechusetts 02318, Boston University Journal of Education i publsbed qoatery in Wate, Smmer and Fall Second sats postage is pald st Boston, Massechuset Subscription Rates For inattuions in the United States, ‘subscription oer will be illed tively. For inviduals the ne ‘bserptons for institutions wil be bled at the rate of $23.00, $25.00 sod 52910, Forindiviosl, the two year ates ae $6.00, $22.00 and $25.0. Student ‘bseriptons will be led atte ent of $9.00 fo one yest. Single ates wil be {valale atthe ates of $4.30, $5.00 and 5.80. Subsenipton rates are subs ‘hange without note, Journal of Education Editorial Board Patricia Aubin John Beach ‘Art Berger Ieliey Bryer Sandy Fowler Richard Lednicky Bette Mandl Heidi Walker Consulting Editorial Board Robert Coles Profesor of Peychlaty and Medes! Humanitles, Harvard University Florence Howe Profesor of Humanities, State Univerlty of New York Frank Jennings President, L.A, Foundation, New York James Shaver {Chalrpecton of Research Services, Utah State University Stephen Joel Trachtenberg Prtient ofthe University of Hartford Robert C. Wood Superintendent of School, Boston, Mi joka Keemey toda Astatant66 BOSTON UNIVERSITY Ccawaon, D. Clas struggle an the ie of bureaucracy, Unpublished doctoral di Stan Sate Unierity of New York at Stony Brook, 1978, Connell RW Rall clas, nung culture, New York: Cambrige University res, 1977 edwaris RC. Contested sersa: the uansformation of the workplace in the Goth entry. New York Basie Books, 1979, wath 8G The socal relations of progaction st the point of production. The “asap Socolgit, 1978, 8, 103-125, huchtieh J & taenteiah, B Work and consciousness, In R,Banandal a (Eloy Technology, the labor process and the working cats. New York ‘Monthiy Review Des, 1976. ‘antasa, R’ Toe teatnent of Libor In socie studies textbooks. Unpublished ‘over, Depsunent of Sociology, Univesity of Massachusetts, 1979, indom, W,Paaahen, New York: Vintage, 198 Jaton, Rifcaion end wtopatn mae ulere Social Text, 1979, 1, 190-148 Rouibel!}, a Halsey, Ac. (ede), Power and Ideology n educatin, New York ‘vid University Pres, 1977 Lukes, 5 individueliay. Ovid: Basil Blackwell, 1973. chap, if Strutoring shoal state, Horvad Bévcatonal Review, 1978, 4 ‘364 -Mehan, the sruture of lartcom evens and thelr consequences for students pelormnace, In, Climore (Ea), Clildren 0 and out of choo. Phiadelphis Eniversty of Penasylvenia Pres (inp Montgomery 'D. Worker conte of machine production Inthe nineteenth xn ty, Labor Hiroe) 1976, 17, 485-509 Noble 1. america ty design: sence, tecbaalogy, and the ie of corporate xp ‘lla, New York: Kaopl, 1977 Noble, D Socal cpotce in tachine design. Unpublished paper, Unversity of Minnesore, 1979 vconnor The acl criss ofthe state, New York: St. Maria's Press, 1973 Saskrd & Scelll Boe. San Petro, Cas Saglelck Books, 1978, Poclantias, N. Clases in contemporary eapitaim. London: New Left Books, irs ueber Education Federation, Pour une joumée au sevice dela closs ouvir, "Toronto: New Hogtown Pes, date Rothman, 5. Woman's proper plas. New York: Basic Books, 1978. Rydberg. Phe history Book, slver City, Cab: Peace rss, 1976 Tapper, & Salen, B. Bdusaton and the ple! oder. New York; Mcmillan, ha rherault, R, Longshoring on the San Fanciso waterfront. San Pedro, Call Singeeck Books, 1978 Welle R [el Humanistio eduction, Berkeley, Cali, MeCatchan, 1977, Willems, Khe long revouticn. London: Chatto & Windus, 1961 Willems, R Televison: tecology and cultural fm. New York: Schocken, 78 vila; R, Mociom and itsetune, New York: Oxford Univesity Bess, 1977 Wile P Gigs scugse symbol and dlscouree. Unpublished paper, The Univer siyof Birmingham, 1979. ‘wills Pal, Lanning 1 abouts how working else kids get working class ob ‘itland: Sexon Howse, Tesbiela Le 1977 Weight EO, Close, esis andthe stat, London: New Lek Books, 1978, WAN, W. Singuns and society, Berkeley: Universiey of California Press, 1978 JOURNAL OFEDUCATION 0 SOCIAL CLASS AND THE HIDDEN CURRICULUM OF WORK Jean Anyon Rutger University jee meme oe aoe eae ee Renee see cme nemeecncrim ented Scholars in politcal economy and the sociology of knowledge have seeennly agued that puble schools in complex indtatial acces like Gurawn make aaileie diferent ype of educational experience and cu ‘eulum knowledge to student incferent socal clases, Bowes and Gini [1976) or xanple, have angued thet sacents foment socal clas bacon re fewarded for cssroom bchavor that correspond to peonalty tit allegedly rewarded in the diferent occupations estate working sures for doelity and obedience, the manegeial Jase for initiative and personal ssertiveness. asl Bemstein (1977), Pere Bouries (Boudies and Peseron 1977), and Michel Wi. Apple (199, foossing om scbol knowledge, have egued tat ovledge aod "leading ee social power and rewsrd fog, mesic, Tega, manager- fl) are made avalebie fo the advantaged social groups bat ee withheld irom the working cate, to whom emorepratce” corel i feed (egy manl sll clerical knvredgey, While chere has ber come siderbietrgumentation of these point tegaiing education in Begled, France and North Amercy, there bus ben ite orn attempt fo invert fete these ideas empisially x elemencary or secondary shoals and class fous in tn coumty. This aril offer onttive empirical suppor (and eo above eguments by providing iostratve examples of diferencea ‘aden workin clasarooms in coneasing social las communities. The txarpls ofere gathered prt of en stbnoprapbicl src of mila, Pelapopee! and pupil evaluation petctcs tn five elementary schools. TTaeartile sents «theoretial contribution as well and sseses ssc dent work inthe ight of «theoretic! epprosch to social clas analysis ‘The organization isos flows: the methodology of te etograpbea +e emer at nde by Rage Unie Reseach Cael and whe reported in detail elsewhere, * a eeefl BOSTON UNIVERSITY Jf JOURNAL OF EDUCATION ® to the system of private ownership of capital. Capital is usually thought ‘of being derived from physical property. In this sense capital is proper ty which is used to produce profi, interest, or rent in sufilent quantity so thatthe result can be used to produce more profit, interest, or rent — that is, mote capital. Physical captal may be derived from money, stocks, machines, land, oF the labor of workers (whose labor, for in: stance, may produice products tha az gold by others for profit), Capital, however, can also be symbolic. It can be the socially legitieated Knowledge of how the production process works, Its financial, ‘managerial, technical, or other “secrets.” Symbolic capital can also be socially Tegitimaced skills~eognitive (e.g, analytial), linguistic, or technical skills thet provide the ability to, say, produce the dominent selentfi, artistic, and other culture, or 40 manage the systems of ine usta and cultural production. Skillful application of syeabolic capital aay yield social and cultural power, and perhaps physical capital as well ‘The ownership relation that is definitive for social cassis one's rele tion to physical egpital. The first such relationship is thet of capitalist ‘To be a member of the capealist clas inthe present-day United States, one must participate inthe ownership ofthe apparatus of production in fociety. The number of such persons is relatively small: while one per- son in ten owns some stock, for example, a meze 1.6 percent of the population owns 62.2 percent of all stock, and the wealthiest one-fifth ‘owns almost all the rest (see New York Stock Exchenge, 1975; Smith and Franklin, 1974; Lampman, 1962] | _At che opposite pole of this relationship isthe worker. To be in the United States working class « person will not ordinarily own physical aptal;to the contrary hi or her work will be wage or salaried labor that Inclther a source of profit (.., capital) 0 others, or that makes it pose. ble for others to realize profit. Examples of the later are white-collar clerical workers in industry and distribution (office and sales) as well as he wage and salaried workers inthe instivutions of social and economle leptimation and service eg, in state education and weltare {ostitutions}# According tothe erceria tobe developed here, the number fpersons who presently comprise the working cles im the United States Isbetween 50 percent and 40 percent of the population (see also Wright, 1978; Braverman, 1974) Levison, 1974}, In beeween the defining relationship of capitalist end worker are the middle classes, whose relationship to the process of production ls less cles, and whose relationship may indeed exhibit contradictory chara frsis. For example, socal service employees have a somewhat coat ctory relationship co the process of production beesuse although their come may be at middle-class levels, some characteristics oftheir work sr working-class e.g. they may have very litle control over their work]. ‘Analogously, there are persons at the upper income end of the middle METHODOLOGY ‘The methods wed to gnther date were lesstoom observation; inter vlews of stents, sche prinlpa and distct administrative Thad corssment of eoriculum and otber materials in each clesstoom {a Sebou! All Gaseroum evens toe dssussed here involve the filth fade in each school Al soscols bot oe departmentalize at the Sth ad level xcept fr that school where only one fh ade teacher Bini be abuerved all the ith ae teachers (oe, 10 ox tree] wee ‘Scrvelas te elldton moved om enbjec to subject. nl school he sievcual, and gym teaches wee lo observed aod interviewed, All ftachors i the study were desrbed ax "good" ox "excellent" by ds Felipe All excep ose ae tncher had taht fr more das fot Fee The hit rae in each school wes observed by the investigator lor {ove hour pris berveen Sethe 15 1978 an une 2 197, fore roving the ovapatons incomes, and ober eleva sci carssterts ofthe parent ofthe clea in each school, Twi fers theoreti approath dining social clas SOGIAL CLASS One's oezupaton and insome level contribute sigaiicnsy co one soci slat, bu they do not deine Rater, socal lass is a seis of {ionabipe, A percn' social cise defined ere by the wey that person telats eth proces in society by which goods, services, end eure produced ® One rete to sveal pesto the podution prose any tout sos wk, One he a riatonbip we hee Sumeriip, 0 over people at werk snd i aelety) and tothe content Std proces of ones ove protctve activity One's relationship ral ‘er ofthese anpecs of production determines one's socal lass hat fll thee relationships are necesary and none ts sufcent for determin. ing peson’s relation fo the prove of production In soley. ‘Gumerahip Relations. In & capitalist society, «person has a relation