This paper discusses a problem of educational equity in the British educational system. Specifically, the document focuses on a group of working class white male students who undermine school authority, promote social class entrapment, and essentially disqualify themselves from educational opportunities. Increasingly, British public secondary schools are unable to graduate poor and working class students. Many of those who do graduate choose not to pursue further education. Research suggests that many of such students actively and consciously participate in self-induction into the culture of manual labor and disadvantaged entrapment that is irreversible for most of them. The students construct a dichotomy between manual labor, which they value highly and equate with masculinity, and mental labor, which they reject and associate with femininity. Underlying the conflict are larger global economic factors including: (1) the shift from an industrial to an information based global economy, which the education system is not mirroring; (2) the inability of education to provide students with the skills they need in a rapidly changing economy; (3) lack of certainty that a British high school diploma will mean employment; and (4) the inability of the class based British educational system to minimize conflict between the academic culture and the working class culture. Great Britain must address the factors that keep many of its students from pursuing postsecondary education if it hopes to maintain a leading place in the global economy. The British educational system must find ways of accommodating students who are dissatisfied with the ways in which schools are presently constituted. Further research is necessary to identify the numbers of students who reject higher education as well as those working class youths who choose to pursue further learning. The educational equity issue is not one that is limited to Great Britain. (SG)