Individuals who receive an inferior education, whether chosen or categorized by race, socioeconomic status or grade average, can exhibit a sense of inferiority: a feeling that they are inferior to individuals who receive a superior education. This sense of inferiority creates a acceptable standard of quality that is lower than other students'; an inferior standard that causes students' progress and production to decrease. Once students accept this inferior standard, they can grow accustomed to living down to substandard expectations.
When students receive a superior education, often chosen as a result of a high grade average or socioeconomic status, they can develop a strong sense of superiority: a feeling that they are superior to other individuals receiving an inferior education. This feeling of superiority can lead to a sense of entitlement that they deserve higher grades or additional socio-economic benefits from their superiority. While the benefits of a superior education can help propagate these advantages, the perception of entitlement leaves them believing that they deserve the advantages rather than a feeling of having earned or worked for them.
Alongside the division between students who receive a superior education and students who receive an inferior education, teachers are similarly divided between wealthier schools, poorer schools, gifted students or normal students. These divisions can create a similar sense of inferiority or superiority in educators, giving evidence to teacher's feelings that some teachers are considered more important, more skilled or more appreciated by the school district and therefore are chosen to teach the superior students. Over time, this can be psychologically damaging to teachers who seek and deserve respect in their profession.
Educational inequality creates specific stereotypes that include the expectations for students in different educational levels to engage in destructive activities such as drinking or drug use, or to exhibit other behavioral problems. This expectation becomes a stereotype for students; one that they often find difficulties in trying to avoid or overcome. Within schools, these stereotypes are often referred to as "cliques," each representing a range of activities that connect groups based on these expectations.