The educational system function in inequality is evident within the critical conflict theory, symbolic interactions perspectives and structural functionalist perspective.
According to the structural functionalist theory, it expounds on the limitation of public education schools in preparing students for the labour force and competing globally. In this regard, the contemporary public education is not producing well educated students as leaders of the next generation. For example, in the year 2007 sixteen percent of students in grades K-12 were enrolled to a select public school, seventy percent to an allocated public school, and twelve percent went to a non-sectarian or religious school. The implication being that almost seventy percent of the student populace failed to achieve the level needed to be a national or global competitor.
According to the critical conflict theory, it poses that the main function of education institutions is towards reduction of social inequalities pervading society. On the contrary, public education system perpetuates inequalities on the basis of race, class, and gender. In this regard, class is an inequality pervading public education system since students enrol to such institutions with varying amounts of cultural capital attained at home. Examples of the varying cultural capital include education and financial status. Consequently class inequality pervades based on the different level of exposure to cultural capital.
The symbolic interactionist theory exposes the problem of public education system through labelling within the classroom. In this regard, most public education systems are guilty of labelling students with different labels on the basis of race, special needs, or family income status. These labels are instigated by fellow student peers, teachers or the schools administration when registering the students. Consequently, the