Working-class children are often socialized in schools to accept low-status, low-wage roles in the labor market. This occurs through a hidden curriculum and structural expectations that emphasize compliance, rule-following, and behavioral conformity, preparing them for subordinate positions in the workforce rather than leadership.

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In school systems, cultural capital—such as the linguistic and behavioral styles of middle- and upper-class families—is systematically rewarded. While affluent families socialize their children with expectations of academic and economic success, working-class families often lack these institutional advantages. Because schools value and reward the cultural capital of the dominant class, they reinforce existing social hierarchies, often socializing working-class children for low-wage labor and reproducing socioeconomic inequalities.

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