ABSTRACT
Few writers analyze hidden curricula in undergraduate or professional education, and even fewer examine graduate schools from this perspective. In fact, graduate schools offer several layers of more-or-less hidden curricula, ranging from relatively overt requirements of the program to conventions of the discipline to more covert notions of what makes a good student. We might think of the hidden curriculum of the graduate school as being like an iceberg, with the more overt requirements above the water and the rest submerged, though visible to a keen eye or with the appropriate equipment.
