·      Upper Class

·      Upper Middle Class

·      Middle Class

·      Lower Middle Class

·      Lower Class

- Education opportunities: Acceptance at good university/college or drop out of school

- Healthy diet or Junk food

- Social circle: Strong friendship network or Poor friendship network

- Living situation: Own house or Rent 

-  Academic achievement: Pass or Fail

- High income or Low income

Chuqing Huang

-local language spoken vs language spoken by student/family

-political landscape

-economic landscape – neighbourhood – family income – perceptions of wealth or lack thereof

-traditional treaty land – acknowledgement or lack thereof

-access to social services

-transit – availability, safety, ability to travel independently

-safety 

-nationalist rhetoric – impact on students who identify with nation and those who do not or are not perceived as part of nation’s image

-holidays granted in that region (and those that are not)

-Amy Kellner

-Teachers/show hosts calling people boys and girls or ladies and gentlemen

-Bathrooms separated by gender

-Clothing separated by gender in stores (some people, because of their body type, regardless of whether they identify as cisgender or not, shop in the other gender’s section)

-The price of men and women’s haircuts being different (as opposed to long or short hair). Takes for granted that women have longer hair then men

Louise Lemaître

- Learning English is required, learning other languages are optional 

-   Western holidays are given days off; however significant holidays among other cultures are considered but are not given the same value 

-  Your only respected and valued if you attain schooling and are fluent in the required language of English 

-  Cultural clothing worn among public atmospheres are considered “not normal” and there are standardized clothing’s that are considered “normal” within our society 

Abira Sinnarajah

-  through chairs that do not fit all bodies (i.e. in lecture auditoriums where the desk is attached to the seat - as someone who is both a person in a large body AND left-handed, this has been a considerable issue in my life. Very few options for left-handed people in a lecture auditorium.)

-  clothing and uniform options for students who are not “average” sized (this also applies to those who are “thinner than average” – I apologize: I do not feel I have the correct words/terminology to describe this particular situation)

-  “Achievement is defined so as to assure pupils of the gratification of "winning and losing," and while not stated by Dreeben, justifies extrinsic rewards and the notion that someone must always come in last” (Giroux & Penna, 1979, p.28) – results in people who have larger bodies not being chosen for physical activities

-  Feels like those in rounder bodies are not considered, do not belong, and are not accepted

Gina Catenazzo

Justin Fletcher

Hidden curriculum is creating inequalities in terms of  “streaming and grading, timetabling practices and reward systems. These elements are more familiar to some social groups and are used by them to further their own ends. It is the particularistic elements that increase inequalities but they are not widely known or understood and are 'hidden' from many groups”, (Marsh, 2013,p.36). 

Black children and poor children in the schools are pushed to take bottom stream courses such as applied and essential courses. The parents and students don’t often understand what those courses mean and how it impacts their lives. These students regardless of their abilities are not encouraged to take academic courses in terms of even connecting to  their future plans. They are not often encouraged to be part of specialized programs such as gifted programs.  

Students of poor and Black background often selected bottom-streamed courses that did not allow them to access postsecondary education but push them either to go to work or vocational schools. Students entering from elementary did not know what it means to take academic versus applied courses and sometimes essential courses.  Some students wanted to go to university yet they did not know which pathway to take. Often they did not have people in their families who went through the school system to support them and guide them in the right direction.
 Sometimes students performed well in applied but did not know they could switch over since they are doing well. Meanwhile wealthy children know the system and how it works and the difference between the different streams making it easy for them to see their plans beyond high school.

  The TDSB previous director pointed to the fact that  streaming leads to “inequitable outcomes” ,  and research shows that “ streaming disproportionately affects students who are Black and from poorer and marginalized communities” (Gordon, Toronto Star, 2018).