The cultural capital of the dominant group, in the form of practices and relation to culture, is assumed by the school to be the natural and only proper type of cultural capital and is therefore legitimated. It demands "uniformly of all its students that they should have what it does not give" . This legitimate cultural capital allows students who possess it to gain educational capital in the form of qualifications. Those lower-class students are therefore disadvantaged. To gain qualifications they must acquire legitimate cultural capital, by exchanging their own (usually working-class) cultural capital. This exchange is not a straightforward one, due to the class ethos of the lower-class students. Class ethos is described as the particular dispositions towards, and subjective expectations of, school and culture. It is in part determined by the objective chances of that class. This means that not only do children find success harder in school due to the fact that they must learn a new way of 'being', or relating to the world, and especially, a new way of relating to and using language, but they must also act against their instincts and expectations. The subjective expectations influenced by the objective structures found in the school, perpetuate social reproduction by encouraging less-privileged students to eliminate themselves from the system, so that fewer and fewer are to be found as one journeys through the levels of the system. The process of social reproduction is neither perfect nor complete, but still, only a small number of less-privileged students achieve success. For the majority of these students who do succeed at school, they have had to internalise the values of the dominant classes and use them as their own, to the detriment of their original habitus and cultural values.