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Although higher education has become more accessible to people from lower socioeconomic backgrounds, the transition to university is more difficult for first- compared to continuing-generation students. Previous research showed that social identity processes are key to understand differences between first- and continuing-generation students' experiences at university. In the present paper, we argue that social background identity concealment may occur as a coping process among first-generation students. A longitudinal study among 829 first-year university students showed that first-generation students indeed concealed their social background at university more than continuing-generation students. This was especially the case when they had experienced concerns about their social belonging at university, indicating that identity concealment resulted from concerns to fit in at university. Finally, social background concealment was related to a decrease in well-being, suggesting that concealment is a costly social identity management strategy. Instead, universities should put in efforts to increase first-generation students' sense of belonging. [ABSTRACT FROM AUTHOR]

It is a matter of debate whether free school choice should lead to higher or lower levels of school segregation. We investigate how school choice opportunities affect school segregation utilizing geocoded Swedish population register data with information on 13 cohorts of ninth graders. We find that local school choice opportunities strongly affect the sorting of students across schools based on the parents' country of birth and level of education. An increase in the number of local schools leads to higher levels of local segregation net of stable area characteristics, and time-varying controls for population structure and local residential segregation. In particular, the local presence of private voucher schools pushes school segregation upwards. The segregating impact of school choice opportunities is notably stronger in 'native' areas with high portions of highly educated parents, and in areas with low residential segregation. Our results point to the importance of embedding individual actors in relevant opportunity structures for understanding segregation processes. [ABSTRACT FROM AUTHOR]

People are quick to form impressions of others' social class, and likely adjust their behavior accordingly. If social class is linked to prosociality, as literature suggests, then an interaction partner's class should affect prosocial behavior, especially when costs or investments are low. We test this expectation using social mindfulness (SoMi) and dictator games (DG) as complementary measures of prosociality. We manipulate target class by providing information regarding a target's (a) position on a social class ladder, and (b) family background. Three studies using laboratory and online approaches (N overall = 557) in two nations (the Netherlands [NL], the UK), featuring actual and hypothetical exchanges, reveal that lower class targets are met with greater prosociality than higher class targets, even when based on information about the targets' parents (Study 3). The effect of target class was partially mediated by compassion (Studies 2 and 3) and perceived deservingness of the target (Study 3). Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

We investigate social inequalities based on social background in the choice of the academic track among equally performing students, and how indicators derived from the rational choice framework contribute to account for such inequalities. We discuss the main theoretical concepts underpinning rational choice theory as applied to educational decisions: perceived costs, benefits, and risks of failure; relative risk aversion; and time-discounting preferences. In the empirical section, we use a unique dataset concerning the transition to different tracks in upper secondary school in a large Southern Italian region. By using various regression methods and the Karlson/Holm/Breen decomposition technique, we show that social inequalities in access to the academic track are considerable, even in recent cohorts, and that they are largely not explained by previous academic performance. Indicators linked to key concepts proposed by the rational choice theory—as measured in this study—account, as a whole, for 31% of the gap based on parental education, and for 40% of the gap based on parental occupation. The most important sources of inequalities among those this study examines are the expected benefits associated with the educational alternatives and the time-discounting preferences, while relative risk aversion and the perceived chances of success play negligible roles. [ABSTRACT FROM AUTHOR]

This article aims to identify the moderating effect of two dimensions of the stratification of education systems (the extent to which the first selection is based on students' ability and the age of first selection) on social background gradient in educational attainment. Individual-level data of the European Social Survey (round 1 to 9) is complemented with new contextual indicators measuring various education systems' characteristics. This article's contribution to the debate is twofold. First, it simultaneously investigates two dimensions of the stratification of education systems that have never been analyzed in cross-country studies investigating long-term educational outcomes. Second, it provides a series of indicators of education systems' characteristics collected by means of an online expert survey whose validity and reliability is also tested. Findings show that the two dimensions of the stratification of education systems have opposite effects. As the first selection is increasingly based on students' ability, social background gradient in educational attainment increases. In contrast, postponing the age of first selection decreases social inequality in educational opportunity. [ABSTRACT FROM AUTHOR]

Aims and objectives: Social factors in language contact are not well understood. This study seeks to establish and explain the role of social entrenchment in the evolution of contact languages. It also aims to contribute to a broader perspective on areality that can account for social and linguistic factors in contact outcomes involving all languages present in multilingual ecologies, including contact languages. Methodology: The copula system was singled out for a detailed analysis. A corpus of primary data of the three African English-lexifier contact languages, Pichi, Cameroon Pidgin, and Ghanaian Pidgin, their ancestor Krio, and of their African adstrates (Bube, Mokpe, Akan) and European superstrates (Spanish, English) was investigated and compared. Data and analysis: Relevant features were selected for a dissimilarity matrix. A quantitative analysis was done with SplitsTree4. The resulting distance matrix and phylogenetic network were investigated for signals of genealogical transmission and areal diffusion and interpreted on their social background. Findings/conclusions: The copula systems of the three contact languages carry a genealogical signal of their ancestor Krio as well as an areal signal from the adstrates and superstrates spoken in their respective ecologies. The amount of areal borrowing increases in the order Pichi < Cameroon Pidgin < Ghanaian Pidgin, reflective of the depth of social entrenchment of each variety from left to right. Originality: Previous studies do not describe the copula systems of the English-lexifier contact languages of Africa and the Caribbean at a similar level of granularity and mostly focus on their emergence during creolization. This study attempts to explain their subsequent areal differentiation and links it to differences in social ecologies. Significance/implications: Areal borrowing can lead to significant departures from genealogically inherited structures within a short time if social entrenchment is shallow. Conversely, even languages of wider communication can remain remarkably stable if social entrenchment is deep. [ABSTRACT FROM AUTHOR]

The educated have figured prominently in protests and elections in several Middle East and North Africa (MENA) countries. The dominant explanation for this pattern centers on grievances and unfulfilled aspirations due to low education returns in the MENA. However, the pattern may simply reflect the unequal participation observed in many democracies where education provides skills and resources that facilitate political participation. This article compares the roles of skills and grievances in explaining the relationship between education and youth political participation during and after the Arab Spring. We use youth surveys with detailed data on education and political participation from Egypt and Tunisia. We control for parental education and family background to partially account for the potential of background to drive the education and participation relationship. Overall, our results are consistent with the skill channel and lend little support to the grievance channel. Our findings raise concerns about the exclusion of uneducated youth from both unconventional and conventional political participation in MENA politics. [ABSTRACT FROM AUTHOR]

Aims and objectives: This study aimed to establish whether adults have a preference for semantics or emotional prosody (EP) when identifying the emotional valence of an utterance, and whether this is affected by bilingualism. Additionally, we wanted to determine whether the prosodic bias (PB) found in bilingual children in a previous study persisted through adulthood. Design: Sixty-three adults with varying levels of bilingualism identified the emotional valence of words with positive, negative or neutral semantics expressed with a positive, negative, or neutral EP. In Part 1, participants chose whichever cue felt most natural to them (out of semantics or prosody). In Part 2, participants were instructed to identify either the semantics or the prosody in different experimental blocks. Data and analysis: In Part 1, a one-sample t -test was used to determine whether one type of cue was preferred. Furthermore, a linear regression was used with the participants' language profile score (measured with the Language and Social Background Questionnaire, LSBQ) as a predictor and how often prosody was chosen as the outcome variable. In Part 2, we ran a linear regression with the LSBQ score as the predictor and a PB score as the outcome. Findings: In Part 1, participants chose semantics and prosody equally often, and the LSBQ score did not predict a preference for prosody. In Part 2, higher LSBQ scores lead to a larger PB. Originality: This is the first study to show that bilingual adults, like children, have an increased bias towards EP the more bilingual they are, but only under constrained experimental conditions. Implications: This study was the first to empirically investigate the conscious choice of emotional cues in speech. Furthermore, we discuss theoretical implications of our results in relation to methodological limitations with experimental settings in bilingual research. [ABSTRACT FROM AUTHOR]

In contemporary politics, the category of victimhood confers rights and recognition. An inclusive discussion about the construction and conferral of victimhood, which includes individuals from different social backgrounds, need be informed by the possible uses of victimhood in political discourse. The present study investigates how individuals and groups are positioned as victims by mainstream Swedish politicians. A constructionist discourse analysis inspired by positioning theory was performed of eight longer political speeches and fifty-six addresses to the Swedish parliament, held over the course of a year. The results suggest that individuals in the 'normal' majority, comprising the most numerous and normatively dominant group of society, were positioned as victims. Heterodox minorities, which had fundamentally different morals and political ambitions compared to the 'normal' majority, were positioned as offenders. The study argues that a more inclusive construction of victimhood could be accomplished by engaging with heterodox minorities through dialogue. [ABSTRACT FROM AUTHOR]

Aims and objectives/purpose/research questions: The study investigated whether language experience predicts cognitive performance in bilingual and monolingual adults. As indicators of language experience, we focused on language context, typological proximity/distance between two languages and onset age of active bilingualism. As indicators of cognitive performance, we measured mixing costs and switching costs to gauge proactive and reactive control processes during a computerized non-verbal cognitive control task. Design/methodology/approach: Demographic and language data were collected with the Language and Social Background Questionnaire. Mixing and switching costs were subsequently obtained using a cued non-verbal switching task. Data and analysis: The background and switching-task data obtained from 60 bilinguals from non-English-speaking backgrounds and 24 English monolinguals residing in Australia were analysed using linear fixed-effects regression analyses. Findings/conclusions: The results showed that the use of two languages in a dual-language context was associated with reduced switching costs relative to monolingual and bilingual separated-language contexts and with reduced mixing costs only relative to a bilingual separated-language context. Among the bilinguals, lower mixing costs were also associated with an earlier onset age of active bilingualism and smaller typological distance between two languages. Originality: This study's design included bilinguals as a target group and monolinguals as a control group, thus enabling the identification of possible mixing and/or switching cost advantages in bilinguals. By targeting young/middle-aged adults and considering a set of potentially relevant language experiences, this work was, therefore, well placed to provide clarity on findings for an age group that previously returned mixed and inconclusive results regarding a bilingual advantage. Significance/implications: Our findings reinforce the idea that particular dimensions of bilingual experience rather than bilingualism per se are linked to enhanced cognitive performance. [ABSTRACT FROM AUTHOR]

Political involvement differs according to youngsters’ social background, but the role of students’ own educational pathways in that social gradient is less clear. We investigate whether track position and the school composition mediate and/or moderate the social gradient in the development of students’ political involvement. Examining schools in Ghent (Flanders, Belgium), Barcelona (Catalonia, Spain) and Bergen (Norway) – we investigate whether these determinants for change in political engagement during upper secondary education differ between educational systems. Results from multilevel conditional change models show that the role of social background in changes in political involvement matters across the studied educational systems, but the role of track and school composition varies. In Barcelona, all the impact from social background on the increase in political involvement can be accounted for by track position, whereas in the Flemish system, the increase in political involvement is higher among those in academic tracks if they have low social background rather than high. There is more variance between schools in Ghent, and ethnic school concentration is associated with a smaller increase in political involvement there. The Norwegian system has little between-school variance and small differences between tracks. [ABSTRACT FROM AUTHOR]

Aims and objectives: The study investigates the effects of family background and language exposure on the language abilities of Turkish-Dutch bilingual children in their heritage language, Turkish, as well as in the majority language, Dutch. Methodology: Thirty-five children (3;01-6;11) participated in the study. All children took two standardized proficiency tests: CELF-Preschool 2 in Dutch and TEDİL in Turkish. Parents were interviewed on the family background and on the children's use of and exposure to Dutch and Turkish. Data and analysis: Children's test scores in Dutch and Turkish were analyzed in relation to the amount of exposure to Dutch and Turkish and the socio-economic and linguistic background of the parents. Findings: The results reveal that the children's home context—both the linguistic background of the parents and the socio-educational level of the mother—affected the children's scores, especially for Dutch. The amount of exposure to and use of Dutch and Turkish was correlated to the Dutch and Turkish scores. A qualitative discussion of children's profiles revealed that children's performance can only be fully understood when details of the home context, obtained through interviews with the parents, are taken into account. Originality: To date, few studies on bilingual children from families with a migration background have examined young children's general language abilities in both the heritage language and the majority language. Implications: The study raises awareness of the importance of evaluating bilingual children's language proficiencies in both languages, considering the effects of family background and language exposure on children's bilingual language development. Limitations: The children's language abilities were mapped on the basis of widely recognized standardized tests originally developed for the assessment of monolingual children. As more bilingual instruments are being tested and developed, future research will benefit from these tools. [ABSTRACT FROM AUTHOR]

How can theoretical psychology develop concepts for analyzing connections between subjective dilemmas in everyday life and contradictions in historical social practice? We discuss this question by analyzing conflicts related to problems in children's school lives. One frequent conflict is whether school problems should be explored in relation to individual deficits and deviations, family background, how the school is organized, the societal task of education, etc. However, such conflicts often become concealed by psychological concepts, which contributes to individualization, categorization, and the displacement of problems. We argue that theoretical development of the concept of conflict may support the widespread endeavors to transcend such reductionism by developing contextual and dialectical understandings of personal dilemmas. Through examples from empirical studies, the article illustrates how political conflicts concerning societal institutions (such as schools) form part of both intersubjective conflicts about common matters and personal conflicts in the conduct of everyday life. [ABSTRACT FROM AUTHOR]

In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks. [ABSTRACT FROM AUTHOR]

The understanding of time in spatial terms ("The hour is approaching") has become the most studied case of conceptual projection in the cognitive sciences. However, the predominant models of direct transfer from the concrete to the abstract, from space to time, do not account even for many conventional meanings, such as the subjective value of speed ("The hour is approaching fast"). Poetic examples such as Ende's Momo, where fast and slow are reversed in a meaningful paradox, show the need for a network model based on blending. The network model of blending theory can provide crucial insights into the goal-driven processes for the mapping and integration of concepts, into the complex nature of the templates connecting mental structures, and into the relation between cultural-cognitive patterns, creativity, and context. For this, it is necessary to focus not only on the cognitive operations of mapping and blending but also on the templates that arise from them and on the know-how that comes with these templates, which are always geared toward purposeful usage in context. Time is very often not time itself, but what we want to make of it. In the ways in which we integrate it with emotions, intentions, and social or cultural background we can find precious keys to understand not only time concepts but also imagination and thought in general. [ABSTRACT FROM AUTHOR]

Sympathy is an emotion that connects people in trouble with those around them. This paper uses Candace Clark's sociological theory on sympathy-giving to explore the emotional relationships between adult children of alcoholics (ACOAs) and their parents. Three dimensions are singled out as being central to sympathy-giving. We show, first, that the 'sympathy accounts' of alcoholic parents are related to the degree to which they live up to standardized parental obligations. Second, ACOAs' sympathy investment in their parents is associated with the parents' reciprocation - in terms of returning the sympathy, showing gratitude and/or acknowledging their problems and trying to solve them. Third, the interviewees' sympathygiving is related to the moral status they ascribe to problem drinkers, and especially their conceptions of alcohol problems as being self-inflicted or caused by circumstances the drinker cannot control. The paper is based on qualitative interviews with 25 ACOAs recruited through a survey in Denmark. [ABSTRACT FROM AUTHOR]

In this study we examine the extent to which preschool education can reduce social background differentials in learning outcomes across countries; our focus is on whether the benefits of preschool attendance for children depend on other family inputs such as parents' education and their pedagogical involvement during early childhood. We use the 2011 Progress in International Reading Literacy Study, which provides a standardized measure of reading literacy among students in 4th grade. Our sample contains data on 119,008 individuals from 28 developed countries. The presented evidence confirms that preschool is visibly beneficial in most cases, but also that benefits are lower for children who have more involved or more educated parents. Rather than complements to, parental involvement and parental education seem to be substitutes for preschool attendance in children's skill production function. As such, preschool education reduces social inequalities in educational achievement. Yet, its equalizing potential could have been overstated in previous debates. [ABSTRACT FROM AUTHOR]

Encouraging dialogue between people of differing social backgrounds and beliefs can reduce prejudice and lead to greater appreciation of diversity, which in turn fosters attitudinally diverse friendships. We investigated how beliefs about the value of diversity relate to attitudinal diversity within relationship dyads. In a field study of naturally occurring relationship pairs in two neighborhoods of Boston (N = 89 dyads), participants completed measures of diversity beliefs and sociopolitical attitudes. People placed higher value on diversity in the Jamaica Plain neighborhood compared to people in the North End neighborhood, and relationship pairs were more attitudinally diverse in Jamaica Plain than in the North End. Attitudinal diversity within pairs was predicted by how highly the pair jointly valued diversity. Further, pairs’ greater valuing of diversity in Jamaica Plain mediated the effect of neighborhood on attitude diversity. These findings suggest that individual differences in appreciation for diversity are meaningful predictors of diverse relationships. [ABSTRACT FROM PUBLISHER]

We analyse the determinants of social assistance receipt among young adults in three Nordic countries, focusing on social-background and life-course events during early adulthood. We ask whether they are related differently to short-term and long-term receipt. Short-term poverty could be more individualized than long-term poverty which can be expected to be more strongly related to social background. We applied generalized ordinal logit modelling to longitudinal register-based data. Both social-background and life-course factors were found to be important, but our results did not confirm the hypothesis of social background predicting mostly long-term receipt and life-course factors predicting mostly short-term receipt. Leaving the parental home early and parental social assistance receipt were important determinants of social assistance receipt, and both factors predicted longer duration of receipt as well. We found some differences between the countries, which may be related to differences in youth unemployment and social welfare systems. [ABSTRACT FROM PUBLISHER]

This study explores the effects of homogamy and heterogamy in socio-economic background and educational level on the marriage rate among cohabitors. Using unique register data and the Cox proportional hazards model, we analyse marriage formation in over 20,000 cohabiting unions in Finland. The large number of observations enables an inspection of the interactive effects in all partner-status combinations. Our results show that homogamy or heterogamy in socio-economic background is of little consequence for the couple’s probability of marrying; homogamy encourages marriage only among cohabitors from farmer families. With regard to education, homogamy increases the marriage rate among cohabitors with a low level of education, but reduces it among the highly educated. Whether educational heterogamy promotes, deters or has no effect on the marriage rate depends on the combination. The results emphasize the importance of a detailed measurement of homogamy and heterogamy when examining the role of group boundaries in union transitions. [ABSTRACT FROM AUTHOR]

This paper uses data sources from England with the unique capacity to measure distances between home addresses and education institutions, to investigate, for the first time, the effect that such distance has on an individual’s post-compulsory education participation decision. The results show that there is a small overall effect. However, when attention is focused on young people who are on the margin of participating in post-compulsory education (according to their prior attainment and family background) and when post-compulsory education is distinguished by whether it leads to academic or vocational qualifications, then greater distance to nearest education institution is seen to have a significant impact on the decision to continue in full–time post-compulsory education. [ABSTRACT FROM PUBLISHER]

This paper investigates whether family background seems to have any influence on first-time homeownership. Recent studies have indicated that it has become more difficult to become established in the housing market and such situations may increase the importance of parental wealth. In this study, parental wealth is estimated as family background information on parents’ homeownership, father’s socioeconomic status and single parenting. Unique cohort data for three birth cohorts suggest that there is a significant cohort effect in young adults’ tenure decision. Furthermore, the results imply that parents’ homeownership has become a more important predictor of the transition to first-time homeownership for those young adults facing increasing problems in the housing market. [ABSTRACT FROM PUBLISHER]

The classical structural theory of the personality is made up of id, ego and superego. Foulkes took it into group analysis, even though it presents a self-centred person who relates out of self-interest. In the 1960s and 1970s biology demonstrated the social instinct. We are in a position to posit a social part of the personality, which I have called ‘nos’ that develops out of the social instinct, as Freud deduced the ego out of Darwinian self-centred instinct. The new structural theory is made up of id, ego, and nos. We have arrived at a consistent theoretical frame of a genuinely social person. This brings psychoanalysis and group analysis closer to each other, and posits group analysis as the fundamental method for helping people. With the help of nos we can separate the person from the family background, and trace back much of what seems to be a personal problem, to the childhood family. [ABSTRACT FROM AUTHOR]

The education of children of immigrants is an important aspect of the integration of immigrant groups into receiving societies. This article focuses on the first transition in the Finnish education system. Two aspects are analysed: continuation versus dropping out and choice of upper secondary school type (general versus vocational). Results suggest that children of immigrants tend to have a higher probability of dropping out of education at this transition than the majority. However, this can largely be explained by prior school achievement and family resources. Controlling for these, only some first-generation groups are left disadvantaged. Second-generation students with very low prior school achievement or a father outside the labour force are also at an increased risk of dropping out. These drop-outs may be seen as discouraged students. The picture is more positive for choice of general school. After similar controls, most children of immigrants have a higher probability of choosing general school than the majority. The difference is greatest for the non-European second generation and for students with below-average prior school achievement. Together with the results for drop-out, this points to an avoidance of vocational schools by some ethnic minority groups. [ABSTRACT FROM AUTHOR]

The article interrogates whether the social background of adolescents affects (1) the quality of their relations with parents and teachers, and (2) the potentially beneficial effects of these relations on school-related and psychological outcomes. Previous studies suggest that social background does affect the quality of social relations, although weakly, and that these in turn affect various outcomes. However, the results are inconclusive as to whether the quality of social relations of different importance for adolescents from different social backgrounds, and such an interaction effect could be predicted from different perspectives. The data are based on a nationally representative sample of Swedish adolescents between 10 and 18 years of age (n = 2,645) and include several aspects of social background, social relations and outcomes. The data are ideally suited to this question, in that information about social relations and outcomes is child-reported, while information on social background is parent-reported and based on register data. The results confirm that social relations are conducive to various outcomes, and show that disadvantaged adolescents have weaker relations with parents and teachers. Furthermore, they imply that relations with teachers are of particular importance for disadvantaged adolescents' school and psychological outcomes, while parental relations are equally important for both advantaged and disadvantaged adolescents. [ABSTRACT FROM AUTHOR]

This article investigates forms of strategic interaction between siblings during childhood. The authors argue that these interactions, characterized by notions of reciprocity, equivalence and constructions of fairness, are worked out in relation to responsibility, power, knowledge and sibling status. Birth order and age are not experienced as fixed hierarchies as they can be subverted, contested, resisted and negotiated. To explore these issues, in-depth individual and group interviews were conducted with a sample of 90 children between the ages of 5 and 17, drawn from 30 families of mixed socioeconomic backgrounds in central Scotland with three siblings within this age range. [ABSTRACT FROM AUTHOR]

This article illustrates the importance of exact repetitions in Japanese conversation while emphasizing the relevance of sociolinguistic analysis. The frequency and functions of exact repetitions in Japanese conversation are different from those in English conversation. English people and Japanese people sometimes understand using frequent exact repetitions differently, suggesting that people culturally use conversational features differently and speech interaction might differ among societies. In addition, no studies have been carried out regarding repetitions in relation to speakers' social characteristics in Japanese conversation, although speakers' characteristics of social background sometimes influences the way people interact with each other in conversation. The results in this article show that speakers' social characteristics, especially their age group, strongly affects the way in which Japanese people use exact repetitions. Speakers' social characteristics need to be carefully considered when analysing Japanese conversation, and in general, more sociolinguistic studies need to be carried out in Japanese speech interaction. [ABSTRACT FROM AUTHOR]

The article investigates the structural patterns of speech in story reproductions by children from different social backgrounds. Four short children's bed-time stories were prepared for use. They were roughly equated for length, and together provided a variety of sentence structures as a model. Total word and clause counts gave a basis for comparison of the amount of speech within which these groups occurred. All nouns, names and pronouns occurring as heads of nominal groups were counted. Differences between the forms used by different classes were considerably reduced in more formal situations compared with more casual.

Educational expectations are not perfect forecasts of how much education students will acquire. Nonetheless, we should not treat educational expectations as affective fantasies or status-based value orientations. Educational expectations are educational intentions, generated from rational calculations of the costs and benefits of educational training but subject to constant revision in response to new information. This conclusion is supported by an analysis of the association between family-background-adjusted educational expectations of high-school seniors and earnings returns on educational investments of labor market participants between the ages of 26 and 35 years. After an adjustment for family background differences, White high school seniors had lower educational expectations than Black high school seniors in the late 1970s, but increased their expectations relatively more than Black students in the 1980s. Earnings returns on education follow similar patterns across race and sex groups. If educational expectations are overly optimistic, but still based on reasonable cost-benefit calculations, then they can be considered rational fantasies. Further research is needed to determine whether this last possibility is supported by empirical evidence. [ABSTRACT FROM AUTHOR]