Editorial Type: Articles
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Online Publication Date: 01 Sept 2012

The Hidden Curriculum of Doctoral Advising

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Article Category: Research Article
Page Range: 5 – 16
DOI: 10.12930/0271-9517-32.2.5
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We examined the hidden curriculum of doctoral advising by conceptualizing the advisor as a teacher. Using autoethnographic methods in this case study, we simultaneously explored both sides of the advisor-student relationship. The constructivist paradigm permeated all aspects of the research: data collection, analysis, and interpretation. The significance of this study lies in new understanding of the zone of proximal doctoral development and the exploration of barriers to building positive multiyear advising relationships. Findings and implications resulted in new understandings of how doctoral advisors can minimize obstacles by making expectations explicit, listening by hearing, creating relationships of trust, and judiciously negotiating power. Making the hidden curriculum explicit can be accomplished with purposefully scheduled meetings, supportive caring relationships, and ethical practices.

Copyright: © 2012 National Academic Advising Association 2012

Contributor Notes

Jenni Harding-DeKam is an associate professor of Education at the University of Northern Colorado. Her research interests include culturally responsive mathematics or ethnomathematics, advising, improving teacher education, quality instruction for children, quality teacher assessment, and diversity in classrooms. She has written several articles and grants, and has presented the results of research at state, regional, national, and international venues. She was awarded the College of Education and Behavior Science's Outstanding College Advisor Award in 2008 and 2012. Readers may contact Dr. Harding-DeKam at jenni.harding-dekam@unco.edu.

Boni Hamilton is currently a PhD student at the University of Colorado Denver in the Urban Ecologies program. She completed her EdD in Educational Studies at the University of Northern Colorado in 2011. She has written two books on the integration of technology in elementary schools and has published in both academic and general interest publications. Her research interests include writing at the elementary school level, online learning, academic language for multilingual students, and African American education. Boni may be contacted at bonita.hamilton@ucdenver.edu.

Stacy Loyd is an instructor in the School of Teacher Education at the University of Northern Colorado. She also teaches kindergarten and coaches classroom teachers. Her research interests include teachers' decision-making processes and students' transactions with literature. Stacy may be contacted at stacy.loyd@unco.edu.

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