หลักสูตรแฝงว่าด้วยเรื่องกลวิธีการตีตราตนเองของนักเรียนในสถานศึกษาขนาดเล็ก : การศึกษาเชิงปรากฏการณ์วิทยา

บทคัดย่อ

This research aimed to study the causal relationship between learning factors from families' hidden curriculum and students' self-stigma in small educational institutions. This study was qualitative research, according to the phenomenological approach, and the study from the key informants were two students and three parents, a total of 5 people. Data were collected through in-depth interviews and observations in the research area. The research tools were the personal interview record form, In-depth interview questions, Field notes, and Audiotape records. The research results revealed that the hidden negative courses that caused self-stigma were as follows: Poor household status made it difficult to continue higher education. 2) People with poor status should only study in the vocational field or not at the higher education level. 3) Education in small educational institutions should not focus on academics but should focus on etiquette and volunteering. And 4) The concept of family has no expectations of students' education or future, leading to students not knowing what they want to do work. By passing on the family context factors, Atmospheric factors, family environment Factors regarding family expectations regarding education, Teachings about education, and views of parents towards the school. These hidden curricula affect concepts and attitudes, leading to self-stigma of learners, namely 1) lack of interest in learning, 2) self-impairment, and 3) lack of planning for the future. This study benefited teachers or school practitioners who should understand and give these groups of students opportunities because the teachers were a vital medium to instill positive attitudes and ideas.