The Art of NOW: Mentoring to Address Hidden Curriculum in Undergraduate Neuroscience Education.

Abstract

Hidden curriculum, which consists of the implicit norms and values embedded within institutions, impacts how students navigate their experiences in higher education. While the formal curriculum provides structured learning objectives and content, the hidden curriculum shapes students' socialization, sense of belonging, and access to opportunities within academic settings. For diverse students, hidden curriculum often reinforces existing power dynamics and inequities, creating additional barriers to their success. In many cases, the norms and expectations embedded within the hidden curriculum reflect dominant cultural norms, leaving students from marginalized backgrounds feeling alienated or intentionally excluded. Mentors and academic institutions play crucial roles in helping diverse students navigate the hidden curriculum of educational institutions by providing mentorship and resources to address the challenges of hidden curricula. In this paper, we introduce the importance of "NOW": 1) Nomenclature - What is Hidden Curriculum, 2) Opportunity - Opportunities to Address Hidden Curriculum in Higher Education, and 3) Willingness - Fostering an action plan for success in higher education. This paper will introduce a socioecological model for mentoring to address hidden curriculum at the individual, interpersonal, and institutional levels. At the individual and interpersonal level, we will discuss actions students and their mentors can take to develop their mentoring relationships. At the institutional level, we will identify opportunities to support diverse students and their mentors.