Where teachers have softened the formality of regular study and integrated student's preferred working methods into the curriculum, they noted that particular students displayed strengths they had not been aware of before. However few teachers deviate from the traditional curriculum, and the curriculum conveys what constitutes knowledge as determined by the state - and those in power in . This knowledge isn't very meaningful to many of the students, who see it as pointless. Wilson & Wyn state that the students realise there is little or no direct link between the subjects they are doing and their perceived future in the labour market. Anti-school values displayed by these children are often derived from their consciousness of their real interests. Sargent believes that for working-class students, striving to succeed and absorbing the school's middle class values, are accepting their inferior social position as much as if they were determined to fail. Fitzgerald states that "irrespective of their academic ability or desire to learn, students from poor families have relatively little chance of securing success". On the other hand, for middle and especially upper-class children, maintaining their superior position in society requires little effort. The federal government subsidises 'independent' private schools enabling the rich to obtain 'good education' by paying for it. With this 'good education', rich children perform better, achieve higher and obtain greater rewards. In this way, the continuation of privilege and wealth for the elite is made possible "in continuum".