Hiden curriculum, in the most general terms, can be defined as “some of the outcomes or by-products of schools or of non-school settings, particularly those states which are learned but not openly intended.” However, a variety of definitions have been developed based on the broad range of perspectives of those who study this phenomenon. Any setting, including traditionally recreational and social activities, may teach unintended lessons since it is tied not necessarily to schools but rather to learning experiences. But most often, hidden curriculum refers to various types of knowledge gained in primary and secondary school settings, usually with a negative connotation referring to inequalities suffered as a result of its presence. This attitude stems from the commitment of the school system of the United States to promote democracy and ensure equal intellectual development, goals that are hindered by these intangible lessons . In this context,hidden curriculum is said to reinforce existing social inequalities by educating students in various matters and behaviors according to their class and social status. In the same way that there is an unequal distribution of cultural capital in this society, there is a corresponding distribution of knowledge amongst its students. The hidden curriculum can also refer to the transmission of norms, values, and beliefs conveyed in both the formal educational content and the social interactions within these schools. Hidden curriculum is difficult to explicitly define because it varies among its students and their experiences and because is it constantly changing as the knowledge and beliefs of a society evolve.