Since the government implemented the school system attached to industrial corporations in 1977, these schools served as important means to educate urban poor and rural children in Korea until the 1980s. In the labor-intensive industries of the light industry, it was the main axis of maintaining a low-wage-long-time labor system. These schools were labor control facilities rather than just educational institutions. The state and corporations controlled women laborers based on the family's gender discrimination educational ideology. This article delves into how 'labor-students' with multiple identities of women, laborers, students, and youth, survived and adapted to overcome the reality of alienation from the state / corporation / family. In Korean society, the student status rather than laborer status was considered to be “majority” and “normal” for teenage girls. 'Labor-students' were willing to endure the stress and suffering of physical and mental labor that accompanies work and study. By doing so, they aimed to fulfill the desire to become a normal person in society and become a part of the mainstream youth culture by becoming a student, not a laborer who could be called a minority group of society. This process needs to be interpreted as a way of survival to overcome the alienated reality not only in terms of class, but also patriarchal aspect by the state, family, and corporation. Although somewhat incomplete, it should be seen as a kind of daily resistance. This 'routine resistance' process also appeared in the aspect of inclusion and compliance with capital. However, in the case of the trade union movement in the workplace where the 'labor-students' were the majority after 'Laborers' Great Struggle in 1987', there were cases where the laborers were grouped through the schools attached to industrial corporations and served as a foundation of union organization. Oral research participants in this study now refer to the past school experience of the school attached to the industrial corporation as "a torture in hope" and "a wound to forget". It is not because of lack of desire for education and desire for class ascension. It is rather because of their painful struggle and daily resistance for survival are not properly evaluated in a situation where the social perception that despises women laborers and industrial school laborers has not changed.