THE HIDDEN CURRICULUM - Rachel Gable

The Hidden Curriculum
First-Generation Students at Legacy Universities

Imagine stepping into one of the world’s most prestigious universities—Harvard or Georgetown—excited and determined to succeed, only to realise that you’re playing a game with rules you’ve never learned. That’s what Rachel Gable's The Hidden Curriculum: First-Generation Students at Legacy Universities captures. This book pulls back the curtain on the subtle and unspoken aspects of elite academic life, showing how these nuances—what Gable refers to as the "hidden curriculum"—present an extra layer of challenge for first-generation students, those who are the first in their families to attend college.

Through her detailed research, interviews with over 100 students, and analysis of the cultural and social codes at play, Gable doesn’t just tell the story of academic difficulty. She uncovers the silent struggles of navigating a system that is unconsciously designed for students from more privileged, academic backgrounds.

Let’s start with the heart of Gable’s book: the hidden curriculum itself. This concept refers to the unspoken expectations, norms, and behaviours that are second nature to students who come from families familiar with higher education. These are big things like knowing how to interact with professors, or the more nuanced things like understanding the importance of office hours, or even the abstract ones like having the confidence to network in ways that might feel intimidating to students who are new to these elite spaces.

For continuing-generation students—those whose parents and even grandparents went to college—this hidden curriculum is something they’ve absorbed throughout their lives. Maybe they’ve heard about office hours over the dinner table, or they understand the value of internships from family members who have had successful careers. These students may not even realise that there’s a set of insider knowledge that they’re benefiting from.

For first-generation students, however, the landscape looks very different. As Gable points out, first-gen students often feel like outsiders, unsure of the invisible rules that their peers seem to just "know". Many times, they do not realise the importance of forming relationships with professors, how to find mentors, or even how to network for future career opportunities.

Gable’s research brings these experiences to life through the voices of students themselves. One of the strengths of the book is how Gable uses long, intact quotes from her interviews, allowing us to hear directly from first-generation students. These narratives make the data real, showing just how isolating the hidden curriculum can be. For instance, many first-gen students report feeling like they’re constantly "caught off guard" by the unwritten rules. They talk about entering spaces where wealth and privilege are the norm—whether it’s at social events, during class discussions, or in more subtle interactions—and feeling like they don’t quite belong. Some describe the moment of sitting in their first lecture hall and realising that their classmates seem to understand things that they’ve never even heard of. Others speak about the challenge of managing the gap between their home lives and university life, as if they’re straddling two different worlds.

This feeling of alienation is magnified by the fact that first-gen students often deal with financial stress in ways their continuing-generation peers don’t. Many work multiple jobs to support themselves, which can make it difficult to participate in extracurricular activities, internships, or social events that are critical to building professional networks and enhancing resumes. Meanwhile, their peers—freed from financial burdens—are able to dive fully into campus life, gaining valuable experiences that will give them an edge later on.

Nevertheless, Gable’s book doesn’t just focus on the challenges. She also highlights the resilience of first-generation students. These students often come up with creative strategies for succeeding in these elite environments, even when they feel like they’re on the outside looking in. Some find their own mentors, some rely on close peer groups, and others take advantage of campus resources once they learn about them.

There’s a sense of determination and grit in these stories, as first-gen students navigate the complexities of university life with a level of resourcefulness that their more privileged peers may never need to develop. And while many of them struggle with feelings of imposter syndrome, they also bring a unique perspective to the university community—one that can enrich discussions and contribute to a more diverse academic environment.

One of the most important contributions of Gable’s work is her critique of how universities handle these challenges. Gable argues that elite institutions have not done enough to make the hidden curriculum accessible to all students. Financial aid is important, but it’s not enough. Universities need to go further by actively teaching this hidden curriculum to first-gen students, making sure they have access to the same tools and resources as their continuing-generation peers.

This could mean formalising mentorship programs that pair first-gen students with professors or continuing-generation peers who can help guide them through the academic and social aspects of university life. It could also mean creating workshops that teach students the skills they need to succeed—everything from how to network to how to take advantage of office hours or how to choose extracurricular activities that will boost their career prospects.

Gable’s recommendations also extend to fostering a more inclusive campus culture. She encourages universities to recognize and celebrate the unique contributions that first-gen students bring to the table, instead of viewing them as students who need "fixing". These students often bring fresh perspectives and a deep sense of determination that can enhance the overall academic community. Gable suggests that universities should embrace these strengths and find ways to support first-gen students in more meaningful ways.

In an era where diversity and inclusion are front and centre in conversations about higher education, Gable’s book is a timely and important contribution. It challenges us to rethink how we define success in elite academic environments and pushes universities to do better when it comes to supporting all students—not just those who already know how to navigate the system. The Hidden Curriculum is not just for academics or university administrators. It’s for anyone who cares about social mobility, educational equity, or the future of higher education. It’s a call to action for those who want to make sure that our most prestigious institutions are places where all students—regardless of their background—can thrive.