Reflection at the Edge of the Cliff: The Impact of the Hidden Curriculum in English Language Teaching in Chinese Ethnic Groups’ Universities

Educators are increasingly examining the hidden curriculum (HC) within dominant cultural settings, recognizing both its beneficial and detrimental impacts on students’ development. In China, despite the rich cultural diversity and significant minority populations, attention to these groups often remains marginalized, leading to a lack of inclusive educational practices. From the perspectives of educational sociology and functionalist theories, researchers argue that the social life introduced through schooling is presumed to be consensual and socially homogeneous, often neglecting the unique needs of minority students. Schools emphasize norms such as achievement, independence, universalism, and specificity, which may not align with the cultural values of ethnic groups. This study aims to uncover the overlooked effects of the hidden curriculum on ethnic minority universities, particularly in English language teaching, and to explore teachers' attitudes towards the development and integration of the hidden curriculum. By doing so, it seeks to promote a more inclusive and culturally responsive educational environment for minority students.