Scholars like Bowles and Gintis argue that workplace inequalities are mirrored in the organisation of schools and that the education system reproduces these inequalities.

Schools are usually organised in such a way that students perceived to be destined for lower levels of work are expected to follow rules and are given simple, repetitive tasks, while for those students destined for higher level tasks, there is an emphasis on independent thinking and working. Schools routinely design curriculum according to the social background of students. We go to different kinds of schools depending upon our socio-economic background and we acquire different kinds of privileges and opportunities.

Many studies have pointed out that education as a system also perpetuates gender differences. For instance, preference for a boy’s schooling over a girl’s, or high school drop out rate among girls, or soft subject choices for girls, displays gender difference through education.