摘要：Normal 0 false false false EN-US ZH-CN X-NONE MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:SimSun; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} This article addresses the hidden curriculum within a graduate education program and how four women attempted to understand and resist both the hidden and explicit curriculum through developing community within a writing support group. It is written as a performance that amplifies the interwoven narratives and experiences of the authors. The implications for this work suggest the importance of building community as a way of understanding and resisting the hidden curriculum within academic spaces. It also suggests ways that subordinate groups can empower themselves within the graduate school experience and potentially improve degree completion rates by women and students of color. About the Authors The authors were members of the same doctoral cohort at the University of North Carolina at Chapel Hill. Beth Hatt is an Associate Professor at the University of Southern Indiana. Lan Quach is an Assistant Professor at the University of North Carolina-Charlotte. Sydney Brown is an Assistant Professor at Gardner-Webb University. Amy Anderson is a Research Associate at the University of North Carolina- Chapel Hill. The email address of Beth Hatt is hatt.beth@gmail.com .
