In order to understand the legitimation of social inequality, it is necessary to understand not only what legitimising ideology is explicitly taught or implicitly conveyed at the institution of school, but also such institutional impacts on students failed by the system and thus disadvantaged in it: how far have they integrated legitimising ideology into their inner consciousness? Referring to the accounts of 52 community-college students in Hong Kong as an example, this article seeks to examine their self-explanation – attribution of failure – and self-evaluation – perception of self-worth – in order to illustrate the legitimation of social inequality. Seeing themselves accountable for the failure and thus feeling inferior, research participants regard the education system as meritocratic and fair and thus as legitimate. Besides, they uphold a hierarchical attitude: what frustrates them is not the presence of an educational hierarchy but the fact that they fail to get to the top of the hierarchy.
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