This was intended to provide members of each social class with an education befitting their expected future status—toil or leadership.
Their educational experience may be hindered for several reasons, including influences from their parents, the schools they attend, and their expectations and attitudes, all of which are strongly affected by previous generations.
[3] When schools lack funding, programs such as special education classes and extracurricular activities are cut back.
When schools and teachers are not receiving the goods required to fulfill their duty, students cannot be expected to display the motivation to learn in a flawed system.
[4] On the other hand, many working-class parents practice the accomplishment of natural growth, where children have more control over their free time and are exposed to fewer interactions with adults that are outside of the home.
Working-class parents put less emphasis on planned activities, than their middle class counterparts, because they are less likely to have the funds to pay for them.
[3] This could also be attributed to the fact that working-class parents often have to hold down more than one job and do not have very much time to help their children with homework or attend school functions.
As a consequence, working-class children mature in narrow social settings, receive fewer resources, and feel less entitlement.
[7] For working-class parents, they are more consumed with the tasks of simply getting by and providing for their children than they are with good grades and higher education.
[6] First generation students who do go to college experience a culture shock once they get there because they are not as comfortable and sure of themselves as those that have come from a family that has received higher education.
Due to the lack of resources in needy schools, educational facilities are forced to develop support systems that do not have any additional costs.