劳动力是一种基于剩余劳动力概念的独特商品。人们以有限的金额购买了无限的能力这使得资本家能够对社会中较低的经济群体行使权力。在这种意识形态中有一个隐藏的议程。它揭示了资本主义的意识形态，隐藏了限制劳动力的剥削关系。在学校中，关注反学校文化是有局限性的。小伙子们不理解隐藏的资本主义倾向，把他们的生产手段限制在生产上(Bourdieu and passon, 1990)。这创造了对劳动力作为商品的一种欣赏。资本主义的概念关注的是从劳动力中获得的利润，而不是关注权力的去向。劳动的具体形式是与抽象的劳动相结合的。这是一种天生的剥削。
抽象劳动的概念是用时间单位来衡量的。这也反映在“小伙子们”的冷漠中。他们是劳动技能丧失的本质的支持者，并在世俗活动中寻求安慰(Rose, 2002)。反传统文化吸收了剥削意识形态。作为对抽象劳动的一种反应，资本主义意识形态的核心是反学派文化的发展。这是一个使抽象劳动过程能够被主观接受的过程。劳动力是强加在小伙子们身上的，并在不同的情况下得到应用。威利斯指责教育模式和产品的资本主义模式。这是对资本主义生产方式的根本批判。在这个过程中存在着被忽视的社会转型(Cazden, 2001)。
Labour power is a unique commodity that is based on the surplus labour concept. There is the infinite capacity of the people that has been purchased for the finite sum and this allows the capitalist to wield power over the lower economic groups in the society. There is a hidden agenda in this ideology. It explores the capitalist ideology and is found to hide the exploitative relationship that is found to limit the labour power. In the school, there is limitation to devote attention towards the counter school culture. The lads do not understand the hidden capitalist tendencies and limit their means to production (Bourdieu and Passeron, 1990). This creates an appreciation to the labour power as the commodity. Capitalism notion is concerned with the profit that has been derived from labour power rather than focusing on where to put the power. The concrete form of the labour power is comingled with the labour power of the abstract. This is an innate exploitation.
The concept of abstract labour is measured in terms of the unit of time. This is also reflected in nonchalance of the ‘lads’. They are willing proponents to the nature of de-skilling of labour and find solace in the mundane activities (Rose, 2002). The counter culture is found to imbibe the exploitative ideologies. As a reaction to the abstract labour, there is the development of the counter-school culture that is found to be the core of the capitalist ideology. There is the process of enabling the subjective acceptance of the abstract labour process. The labour power is thrust upon the lads and is applied in different contexts. Willis blames the educational paradigm and the capitalist modes of the products. There is a fundamental critique of the capitalist mode of the production. There is the social transformation that has been overlooked in this process (Cazden, 2001).