of the capital market an individual lives in. He proclaims that members of the same social class share the same life chances They also develop under the same market which procures chances and limits according to the resources the individual and/or class provides to it. He also states that the individuals who understand the broad range of options a chance may give them, may also be given more opportunities by the market or be willing to share among the individuals respected class. Breen debriefs Weber's classification of social and how Weber classifies these classes not only through a social filter but by a grander economic one as well. He also makes note that social and economic mobility are a great key to the understanding class analysis. Here he dictates that although it is easier and more fluid to traverse through the social class, it is much more difficult to progress through the economic class, and a great limiter is a social class the individual is located in. These results in limited chances by the market and is a great factor in why class immobility occurs. Weber defines economic classes according to his time as: "'dominant entrepreneurial and propertied groups'; the petty bourgeoisie; workers with formal credentials (the middle class) and those who lack them and whose only asset is their labor power (the working class)." Class differentials in educational attainment and their explanation Sociologist John Goldthorpe explains that while educational attainment in developed countries has risen in the last decades due to endorsements of grants, loans and other social motivations, empirical data substantiates that the differentials in social-economic class still plays a major role in educational and economic attainment. He goes on to explain how people of lower social class tend to stay in the class of their upbringing by choosing to not pursue further educational attainment or the works needed to attain a better social status. Explanations for these phenomena include theories by Halsey and her associates, which state the connection between culture and class, how people of high social class or paramount culture set a more important objective on education compared to parents of lower classes. According to Goldthorpe, a more aggressive approach, as indicated by Bourdieu and Passeron, indicates that the educational system functions as a social control, in which dominant class enforce that schools run in a conservative manner and exploit the inequalities that come with