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Advising and Mentoring Disadvantaged Students Through the Medical School Admissions Process: When Students Don't Know What They Don't Know
Abstract
Undergraduate students from disadvantaged backgrounds can find the adjustment to college academics and other collegiate expectations confusing and disconcerting. They must learn to understand and navigate what has been referred to as the Hidden Curriculum: the ideas, norms, and expectations that are not overtly stated, but which the student must implicitly understand. These students don't even know what they don't know when they arrive on campus. This chapter focuses on aspects of the undergraduate hidden curriculum, particularly as they affect the career of the pre-medical student and the student's potential for becoming a competitive applicant to medical school. Several illustrative case studies are presented and analyzed in light of what is referred to as the Bachelors Hidden Curriculum (BHC). The chapter closes with a discussion of approaches that pre-medical advisors and student mentors may take to try to mitigate the impact of the BHC on these worthy students.
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