教室生活經驗的潛在課程鮮少以優勢階級為對象，而以學校校長女兒為研究參與者則更能彰顯其特殊的現象。本研究藉由個案的實地研究，以瞭解校長女兒在教室生活經驗的五個層面：師生關係、同儕關係、教師期望、學習經驗，以及班級規定與活動，以分析其潛在課程。最後獲致以下重要的結論：「優勢階級學生在教室中也有沈默與抗拒的現象」、「優勢階級學生能透過豐厚的資本進行有效的學習」、「文化資本仍是優勢階級學生『繼續創造優勢』的關鍵」、「優勢階級學生表現負責認真但卻充滿生活壓力」，以及「優勢階級學生的教室生活經驗，仍以結構功能取向的潛在課程為主」。

Hidden curriculum studies on classroom experiences in schools have been paid little attention on upper-class students, and an elementary school principal’s daughter as a participant can manifest this special phenomenon. The field study aims to analyze the hidden curriculum
of the classroom experiences on a class with a principal’s daughter inside by understanding facets: interaction between the teacher and students, interaction among the students, the teacher’s expectation, learning experiences, and class regulations and activities based on which the hidden curriculum is analyzed. The study comes to significant conclusions as follows. First, there is a phenomenon of silence and resistance for the upper-class student in the classroom. Second, the
upper-class student carries out her efficient learning through rich capital. Third, cultural capital is the key to continually create predominance for her. Forth, although she is conscientious and responsible for her work, she still has much external life pressure.
Eventually, structure-oriented hidden curriculum is still given priority in the upper-class student’s classroom experiences.