Advantaged Backgrounds Research Articles

1.N. Scientific session: Child injuries monitoring and reporting: Challenges and technological developments

Abstract Globally, more than 1,600 children and adolescents below the age of 19-years die every day from preventable injuries. Road traffic injuries, drowning and self-harm represent leading causes of death and injury among children and adolescents (WHO 2021; WHO Regional Office for Europe, 2021; Unicef, 2021). Most unintentional injuries in early childhood occur at home and children from less advantaged backgrounds are exposed to more hazardous home environments due to overcrowding or unsafe structures over which parents often have limited control (WHO, 2020). According to the IDB data analysis approximately 15% of home injuries could have been prevented by improved product safety and parental education. The COVID-19 pandemic and the conflict in Ukraine have created a complex and challenging situation for children and adolescents in the region, increasing their vulnerability and compromising their well-being. To efficiently prevent child injuries, one must account for a complex interplay between human factors as well as physical and socio-cultural environments. Multiple determinants of child injury cannot be addressed by the health sector alone, this is why a whole-of-government and a whole-of-society approaches are required. Schools have a crucial role to play for promoting the well-being of children and serve as a platform to increase access to health services. However, EU countries are still missing intersectoral collaboration and strong information systems to enable efficient response to the problem. Data on child injuries are still inconsistently collected in Europe due to substantial differences in coding systems, variation between injury mechanisms, different general policies pertaining to the admission of patients, and legal policies on reporting requirements. EU-wide networks such as the Eurosafe study (IDB network) collecting information on child injuries, are scarce. Likewise, access to healthcare services and support systems are unevenly distributed, particularly in underserved communities. Building country capacity in collecting, analysing and increasing the use of child injury data for decision making at global, regional, and national levels, is critical. Adequate epidemiological data on the burden of child injuries are necessary to allow governments prioritize areas for intervention and maximize the impact of their resources. Utilizing evidence-based tools and procedures and promoting intersectoral collaboration is vital. The workshop aims to discuss trends and inequalities of injury burden and present efficient measures and latest developments in monitoring and reporting child injuries across EU countries. The workshop will further discuss the methodological challenges in collecting and analysing data on child injuries. Evidence-informed tools for sharing health information and improved measurements of injury burden that are feasible and usable in both research and clinical contexts will be presented and success stories will be presented. Key messages • There is an EU-wide need for epidemiological data on the burden of child injuries. • Validated tools, well-designed injury data management systems and standard data collection procedures are missing.

Untangling the dominant culture in China’s elite universities

AbstractWestern literature has shown that elite universities are not culturally inclusive, presuming that these institutions predominantly reflect the culture of the affluent middle class. While cultural inclusion of socioeconomically disadvantaged students is a globally relevant issue, the overarching presumption does not necessarily apply to non-Western societies. This article reconsiders this assumption in the Chinese context, addressing the lack of systematic research untangling the dominant culture in elite Chinese universities. A two-phase, mixed-methods case study was conducted at two top-ranked universities in eastern and western China. In the first phase, a content analysis of the stories of the universities’ award-winning seniors was combined with a thematic analysis of the in-depth interviews with 49 graduating seniors to untangle the formal and informal dominant culture in China’s elite universities. The findings led to a three-fold model of dominant culture characterized by an emphasis on individual academic performance, loyalty to Communist Party ideology, and the significant influence of students from advantaged family backgrounds. In the second phase, three hypotheses about the impacts of this dominant culture on students’ socio-cultural integration were tested, largely supporting the three-fold model and highlighting the roles of academic and political performance in facilitating cultural inclusion. This study sheds new light on cultural capital studies in non-Western contexts and emphasizes that cultural (dis)advantages should be cautiously examined considering the historical and ideological context shaping higher education.

Falling sideways? Social status and the true nature of elite downward mobility

Downward mobility is an essential, but commonly overlooked component of social mobility. Existing estimates of downward mobility are routinely based on unidimensional measures of income and social class. This ignores the potential for substantial retention of advantage in other domains of stratification – particularly social status.In this paper, I use highly detailed occupational data from a representative UK sample to examine patterns of multidimensional mobility among those from the most advantaged backgrounds. I find that multidimensional measures reveal dramatically different patterns of downward mobility – particularly for women, who, when downwardly mobile in terms of social class, often retain privileged social status positions.I also find that those whose parents held jobs at the very top of the status distribution were much less likely to be downwardly mobile than previous mobility estimates have suggested – consistent with public perceptions of a ‘glass floor’.

Unveiling the shadows: School bullying and students' ability erosions in Chinese compulsory schools

Drawing upon data from the National Children's Study of China, this research investigates the school bullying victimization and its associations with the ability erosions among students in Chinese schools. Three key findings emerge. First, results suggest that the primary factors affecting bullying victimization mainly include authoritarian parenting, limited positive social interactions on campus, adverse experiences, and exposure to teacher and peer smoking. Second, estimates indicate that bullying victimization is significantly associated with ability erosions, particularly among students from relatively advantaged backgrounds. The further Oster's test, falsification test, and reverse causality check confirm the validity of the associations and suggest some causal effect of victimization on the student outcomes. Lastly, the Oaxaca-Blinder decomposition shows that lower human capital investments derived from social interactions are the most significant contributors to the ability erosion linked to bullying victimization. These findings highlight the critical importance of social interactions both at home and in schools.

Assessing the parental SES gradient in young Britons' partnership expectations, attitudes and its potential mediators.

A well-documented trend in family demography is that young adults from disadvantaged backgrounds tend to enter their first partnership earlier and forego marriage more often than their advantaged counterparts. Yet, limited research has explored whether there is also an association between parental background and expectations for partnership formation, which are considered important precursors of behaviours. Further, few studies have explored the potential mechanisms mediating these differences. This paper uses data from the British Household Panel Survey and Understanding Society to analyse the relationships between parental socioeconomic status and young Britons' expectations for marriage, cohabitation, and attitudes towards ideal age at marriage. Using the KHB decomposition as a mediation method, we verify whether these relationships are explained by two mechanisms measured during the young adults' adolescence: family structure socialisation and academic socialisation. We find that marriage expectations are socially stratified in the UK. Those from the least advantaged backgrounds have significantly lower expectations for marriage than the most advantaged, but this difference does not hold for cohabitation. Those from the least advantaged backgrounds are also more uncertain about their ideal age at marriage. Academic socialisation mediates these relationships to a limited extent. Family structure socialisation mediates a greater percentage, especially living with a single parent, rather than married parents, during adolescence.

Inequality in English post-16 education

Abstract This commentary examines post-16 education in England from the perspective of equity, with a focus on technical education. It describes how the growth of higher education (HE) has disproportionately benefited those from advantaged backgrounds, and argues that a key equity objective should be to improve the quality of the technical alternatives to HE. This objective faces several obstacles, including a fragmented and volatile landscape of technical education, weak funding and a deregulated labour market. Apprenticeship has potential but is hampered by non-compliance with minimum requirements for wages and training. Numeracy and literacy weaknesses are also magnified in the 16–19 phase of education. In response, the report recommends strengthened funding for the technical alternatives to HE, robust enforcement of minimum wage and training requirements for apprentices and better access routes designed to reintegrate weaker performers into the skills system.

Universal versus Targeted Stipends: How to Reduce Inequity While Avoiding Stigma in Medical Education

Medical education pathway programs address disparity in the medical workforce, particularly in rural areas, but inequity between program participants detracts from the goal. Universal, rather than targeted, stipends overcome this inequity. We report an evaluation of a universal stipend program for undergraduate students in a medical education pathway program. The stipend covers costs associated with preparing to take the MCAT exam. Findings reveal that students who are less advantaged, have lower income, and whose parents have less education, received more benefits from the stipend than those from advantaged backgrounds. The universal stipend design avoids stigmatizing recipients while it helps grow the medical education pathway.

QOL-52. SOCIOECONOMIC METRICS AND THEIR UNIQUE ROLE IN PREDICTING COGNITIVE AND FUNCTIONAL MORBIDITY IN RACIALLY AND ETHNICALLY DIVERSE PATIENTS WITH PEDIATRIC BRAIN TUMOR (PBT)

Abstract BACKGROUND Caregivers from more advantaged backgrounds have better understanding of their child’s needs, access to resources, and medical adherence, contributing to higher survival and neuropsychological (NP) outcomes in PBT, above and beyond diagnostic/treatment-related factors. Children with PBT from disadvantaged neighborhoods have increased medical morbidity, though cognitive morbidity is unknown. This study examines area deprivation index (ADI) quintiles (neighborhood disadvantage) in relation to established proxies for socioeconomic status (SES) and NP outcomes following PBT diagnosis. METHODS Parental education and median household income (SES proxies), as well as ADI quintiles (1-5, 5=most disadvantaged) were estimated for 120 PBT patients (ages 5-21; x̄=13.6 years, SD=3.8 years; 50% female). NP outcomes included estimated IQ (calculated from Wechsler Vocabulary/Matrix Reasoning) and/or the Adaptive Behavior Assessment System-Third Edition (ABAS-3). RESULTS Over 75% identified as minorities (53% Latinx, 10% Asian American, 5% Black, 8% multi/other). Findings revealed significant racial/ethnic disparities in household income [F(4,115)=11.208, p<.001] and ADI [F(4,108)=9.663, p<.001]. Parental education was correlated with household income [rs(80)=.490, p<.001] and ADI [rs(76)=-.477, p<.001]. Interestingly, household income [F(1,74)=7.498, p=.008] and parental education [F(1,49)=10.084, p=.003] significantly predicted IQ (SS=44-132; x̄=99.78, SD=14.66), while ADI did not. Neither SES proxy nor ADI predicted adaptive functioning (SS=51-120; x̄=90.12, SD=13.927), despite the relationship between IQ and adaptive functioning, r(47)=.273, p=.032. CONCLUSIONS The predictive value of household income (which varies by race/ethnicity) and parental education on cognition following PBT diagnosis continues to inform neuropsychological practice. While ADI is correlated with both established SES proxies, higher neighborhood disadvantage does not predict cognitive concerns in the same way, indicating potential unique housing factors (e.g., persons per room ratio) that may protect against cognitive morbidity (e.g., multigenerational living). Additional investigation is needed to understand why adaptive functioning is less susceptible to SES/ADI than cognition.

Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom

Children living in socioeconomically disadvantaged communities face distinct stressors when compared to those from more advantaged backgrounds. Research indicates higher levels of child well-being may buffer against the negative effects of stress and adversities, with supportive teacher behaviors playing a key role in promoting well-being. However, the mechanisms underlying these connections remain unclear. Extending past research linking teacher behaviours and well-being, the present study included emotion regulation as a potential candidate mechanism that might account for these connections. Questionnaire data were collected from 508 pupils (265 female, Mage = 9.9) in 31 classrooms across 8 primary schools in low-socioeconomic neighbourhoods of New Zealand. Utilising multilevel modelling the study found that teacher support significantly predicted emotion regulation and well-being, and that teacher support indirectly predicted well-being through emotion regulation. Both emotion regulation and teacher behaviours are amenable to intervention; thus, a better understanding of how they work together to predict well-being is likely to inform future intervention efforts to promote children’s well-being.

The Balancing Act of Family and College: Reciprocity and Its Consequences for Black Students

Abstract Literature indicates the ways that young adults –especially those from advantaged backgrounds—rely on parents during college and the transition to adulthood. Little research focuses on how the Black family reaches into college and Black college students’ provision of support to parents and other kin. The nexus of family and higher education is a rich site for investigating inequalities in educational attainment and outcomes. Based on interviews with Black undergraduates, this paper analyzes variation in familial involvement during college. It shows the ways in which Black students maintain a balancing act to meet academic responsibilities and family obligations. These practices help sustain the families they value but also reproduce class inequalities. The social organization of colleges and families imposes greater costs on disadvantaged students and offers greater benefits for advantaged students. The structure of education and constructions of family diminish obligations to family, narrow family ties, and mystify aspects of dependence, especially for disadvantaged students. Student narratives highlight the broad character of family values that often compete with academic obligations and detract from college immersion. Different forms and patterns of assistance and connection by class and gender are tied to structural resources and cultural differences, such as the place of family, the meaning of self, assessments of who counts as family, and reliance on a norm of one-way giving.

Family Disadvantage, Education, and Health Outcomes Among Black Youths Over a 20-Year Period

Upward mobility (via educational attainment) is highly valued, but longitudinal associations with mental and physical health among Black youths are less understood. To examine associations of childhood family disadvantage and college graduation with adult mental and physical health in Black youths followed up into adulthood. This longitudinal, prospective cohort study of Black youths from the state of Georgia who were studied for 20 years (ages 11 to 31 years) was conducted between 2001 and 2022. Participants for this study were drawn from the Strong African American Healthy Adults Program. Data analysis was conducted from April 2023 to January 2024. Family economic disadvantage (measured during the adolescent years) and college graduation (indicating upward mobility). Primary outcomes included mental health, substance use, and physical health. Mental health included a composite of internalizing and disruptive problems (anxiety, depression, anger, aggressive behaviors, and emotional reactivity). Substance use included a composite of smoking, drinking, and drug use. Physical health included metabolic syndrome (MetS) and proinflammatory phenotypes (immune cells mounting exaggerated cytokine responses to bacterial challenge and being insensitive to inhibitory signals from glucocorticoids). Mental and physical health measures were taken at age 31 and during the adolescent years. Linear and logistic regression analyses, as well as mediated moderation analyses, were conducted. The study population consisted of 329 Black youths (212 women [64%]; 117 men [36%]; mean [SD] age at follow-up, 31 [1] years). Compared with those who did not graduate college, those who graduated from college had 0.14 SD fewer mental health problems (b = -1.377; 95% CI, -2.529 to -0.226; β = -0.137; P = .02) and 0.13 SD lower levels of substance use (b = -0.114; 95% CI, -0.210 to -0.018; β = -0.131; P = .02). Residualized change scores revealed that college graduates showed greater decreases from age 16 to 31 years in mental health problems (b = -1.267; 95% CI, -2.360 to -0.174; β = -0.133; P = .02) and substance use problems (b = -0.116; 95% CI, -0.211 to -0.021; β = -0.136; P = .02). For physical health, significant interactions between childhood family disadvantage and college completion emerged in association with MetS (OR, 1.495; 95% CI, 1.111-2.012; P = .008) and proinflammatory phenotype (b = 0.051; 95% CI, 0.003 to 0.099; β = 0.131; P = .04). Among youths growing up in disadvantaged households, college completion was associated with a 32.6% greater likelihood of MetS (OR, 3.947; 95% CI, 1.003-15.502; P = .049) and 0.59 SD more proinflammatory phenotype (mean difference, 0.249, 95% CI, 0.001 to 0.497; P = .049). Conversely, among those from economically advantaged backgrounds, college completion was correlated with lower MetS and less proinflammatory phenotype. Findings held after controlling for body mass index at age 19 years. In this longitudinal cohort study of Black youths, graduating from college was associated with an adult profile of better mental health but poorer physical health among those from economic disadvantage. These findings suggest that developing interventions that foster healthy outcomes across multiple life domains may be important for ensuring that striving for upward mobility is not accompanied by unintended cardiometabolic risk.

When the Penny Drops: Understanding how social class influences speciality careers in the UK medical profession

In the UK, the medical profession is socially exclusive and socially stratified as doctors from more advantaged backgrounds are more likely to train for specialities with more competitive entry. However, in research to date the causes and consequences of social stratification have been overlooked. We explore this subject here, drawing on a qualitative study comprising in-depth interviews with 30 medical students and doctors from less advantaged socio-economic backgrounds negotiating medical school and early careers. Using Bourdieu's ‘theory of practice’ we show how socialisation in the family and at school influences how aspirant medics from less advantaged backgrounds view the world, suggesting some inclination towards more community orientated careers, which may be less competitive. However, these tendencies are encouraged as they lack stocks of social, economic and cultural capital, which are convertible to power and position in the field. While allowing for both choice and constraint our core argument is that speciality outcomes are sometimes inequitable and potentially inefficient, as doctors from more advantaged backgrounds have privileged access to more competitive careers for reasons not solely related to ability or skill. Our main theoretical contribution is to literature in the sociology of medical education where ours is the first study to open-up the ‘black box’ of causal factors connecting medical students' resources on entering the field of education and training with speciality outcomes, though our findings also have important implications for practitioners, the profession and for patients. We discuss the implications for safe and effective healthcare and how this informs directions for future research.

Childhood attention-deficit hyperactivity disorder: socioeconomic inequalities in symptoms, impact, diagnosis and medication.

Children from disadvantaged backgrounds are at greater risk of attention-deficit hyperactivity disorder (ADHD)-related symptoms, being diagnosed with ADHD, and being prescribed ADHD medications. We aimed to examine how inequalities manifest across the 'patient journey', from perceptions of impacts of ADHD symptoms on daily life, to the propensity to seek and receive a diagnosis and treatment. We investigated four 'stages': (1) symptoms, (2) caregiver perception of impact, (3) diagnosis and (4) medication, in two data sets: UK Millennium Cohort Study (MCS, analyticn ~ 9,000), with relevant (parent-reported) information on all four stages (until 14 years); and a population-wide 'administrative cohort', which includes symptoms (child health checks) and prescriptions (dispensing records), born in Scotland, 2010-2012 (analytic n ~ 100,000), until ~6 years. We described inequalities according to maternal occupational status, with percentages and relative indices of inequality (RII). The prevalence of ADHD symptoms and medication receipt was considerably higher in the least compared to the most advantaged children in the administrative cohort (RIIs of 5.9 [5.5-6.4] and 8.1 [4.2-15.6]) and the MCS (3.08 [2.68-3.55], 3.75 [2.21-6.36]). MCS analyses highlighted complexities between these two stages, however, those from least advantaged backgrounds, with ADHD symptoms, were the least likely to perceive impacts on daily life (15.7% vs. average 19.5%) and to progress from diagnosis to medication (44.1% vs. average 72.5%). Despite large inequalities in ADHD symptoms and medication, parents from the least advantaged backgrounds were less likely to report impacts of ADHD symptoms on daily life, and their children were less likely to have received medication postdiagnosis, highlighting how patient journeys differed according to socioeconomic circumstances.

Attending early education during the pandemic provided sustained benefits for toddlers' development

New research shows that attending early childhood education and care (ECEC) during the pandemic boosted preschoolers' learning and preparedness for school, with greater gains made by children from less advantaged backgrounds. With further support, ECEC can play a critical role in developing skills in children born during the pandemic and levelling socioeconomic inequalities. Catherine Davies, professor of Language Development at the University of Leeds, explains more.

Amount of instructional and inclusion time for children with disabilities in France

ABSTRACT The aim of this research is to study the actual situation of the inclusion of children with disabilities in France. The parents of 552 children with disabilities, aged between 3 and 18, were interviewed about the amount of instructional and inclusion time of their child. Inclusion time refers to instructional time spent with non-disabled peers. The parents also specified the nature and severity of their child’s disability, the potential difficulties linked to the child’s behaviour using the Strengths and Difficulties Questionnaire (SDQ), the child’s academic level and various socio-demographic variables. The study shows that the amount of instructional time of children with a disability is significantly lower than that of non-disabled children. Children with an intellectual disability or with ASD (Autism Spectrum Disorder) have significantly less instructional time than children with a motor disability, dys-disorder or ADHD (Attention Deficit/Hyperactivity Disorder). An important number of hours of inclusion is associated with a high academic level, particularly in mathematics. The higher the total score of emotional difficulties is, the lesser the child is schooled and included; conversely, a high score of pro-social behaviour is associated with more hours of instruction, after controlling the other variables. Finally, the parents’ socio-professional category has an impact on instructional time and even more so on inclusion time, in favour of children with an advantaged background.

Improve children’s legal knowledge and skills through School Tasking: your time starts now

ABSTRACT School Tasking is a university primary outreach project that started life as a small pilot at the University of Warwick in the academic year 2021–22 and has since become a national competition in thirty-two universities across the UK and Ireland. The project has two principal aims: (1) to introduce pupils from less advantaged backgrounds to the idea of university (and particularly, legal) study, with the objective to widen access to higher education; and (2) to introduce pupils to the concept and study of law through interactive and engaging skills-based learning. By drawing on the School Tasking project data, this article will focus on the second of these aims, with the intention of showing that early legal education may broaden children’s understanding of law and thereby possibly disrupt their preconceptions about what it is, how it works, and who it is for.

Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset

AbstractPrevious research suggests that primary–secondary school transitions can be problematic, with some children experiencing a negative impact on academic outcomes and a decline in wellbeing. The negative impact of primary–secondary transition experiences can be long term and lead to young people not completing high school with implications for their subsequent education and employment. However, there are several gaps in existing studies as a result of weak research designs, small samples and the timing of data collection. To better understand children's primary–secondary school transition experiences and the factors which may impact on them, we undertook secondary analysis of data from the Growing Up in Scotland (GUS) study. The analysis focused on data collected when children were in the penultimate year of primary school (Primary 6/P6) and then when they were in the first year of secondary school (Secondary 1/S1). This led to a final sample size of 2559 children and their parents. Results contradict many previous studies which tend to find primary–secondary transitions as overwhelmingly negative. In contrast, we found that 36% of children experienced a positive transition and 42% a moderately positive transition, with only 22% children experiencing a negative transition. This is the first large‐scale, longitudinal and contemporaneous study able to provide a clear proportion of children with positive, moderate and negative transition experiences. Several factors seemed to play a part in children's transition experiences, namely gender, religion, household composition, socioeconomic status, child expectations, schoolwork, and relationships. Implications and recommendations for research, policy and practice have been outlined. Context and implications Rationale for this study: Primary–secondary school transitions are considered to have a detrimental impact on educational and wellbeing outcomes. However, previous studies have several limitations and a more robust analysis of a longitudinal dataset with a large sample was required. Why the new findings matter: This study has highlighted that the majority of children had a positive or moderately positive transition experience. It clarified which factors might influence whether children will have positive or negative transitions. Implications for practitioners, policy makers and researchers: Findings suggest the importance of practitioners and policy makers acknowledging the myriad factors occurring alongside and potentially influencing a child's transition experiences. Similarly, it is important to be mindful of strategies to promote children's positive relationships in both primary and secondary school, especially with their teachers. Further, children's participation in sports, clubs and youth groups should be encouraged. Children's anxieties and misconceptions about transitions should be addressed in a timely manner, including enhanced transition for those with higher levels of concern or anxiety. Fostering and maintaining good school–parent relationships, through timely and relevant communication can facilitate positive transitions.The findings suggest the importance of undertaking research to understand how children from less advantaged socioeconomic backgrounds can be better supported. Similarly, research should be undertaken to understand why some children have negative expectations and are less positive about secondary school. Further, future research should focus on analysing GUS data, including that from S3 and S6, and linking it with administrative data related to attainment and wellbeing.

Commercial Awareness in the Law Library: a New Role for Academic Law Librarians?

AbstractIn this article, which expands on a lightning talk that was delivered at the BIALL Conference 2023, Lauren Cummings discusses how she developed and delivered a commercial awareness workshop to third-year students at Goldsmiths, University of London. She then reflects on how employability training relates to information skills and how developing these skills can help students from less advantaged backgrounds achieve their career goals. Lauren also discusses how employability work might fit into the role of the academic law librarian.

Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19

Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrounds. Using parent-report data from 171 children aged 5 to 23 months ( M = 15 months) in March to June 2020 living in the UK, we investigate whether previously attested positive associations between ECEC attendance and the development of language and executive functions was maintained as early years settings navigated operational challenges over the first full year of the pandemic. In response to concerns about ‘school readiness’, we analyse the relationship between ECEC attendance and children’s communication, problem-solving and personal-social development. ECEC was associated with greater growth in receptive vocabulary over the 12-month period. In children from less advantaged backgrounds, ECEC was also associated with greater growth in expressive vocabulary. Our data suggest a similarly positive association between ECEC attendance and the communication and problem-solving skills of children from less advantaged backgrounds and between ECEC and the personal-social development of all children. Overall, results suggest that ECEC had sustained learning benefits for children growing up during the pandemic despite ongoing disruption to settings, with specific benefits for children from less affluent home environments. As pandemic-era children progress to primary school, we discuss the importance of adapting their learning conditions and adjusting the expectations placed on them.

Revisiting the power of future expectations and educational path dependencies

Individuals from more advantaged socioeconomic backgrounds and those with loftier future expectations typically have higher educational attainment. However, it is important to understand just how consequential future expectations are for educational attainment independent of socioeconomic origins—because these expectations might enable intergenerational social mobility. Moreover, it is unclear whether institutional structures moderate the influences of socioeconomic origins and future expectations on educational attainment. I address these questions by analyzing educational attainment as it relates to transitions in a system that offers multiple educational tracks. Using data from a 15-year longitudinal study conducted in Switzerland (N = 4986), I analyze transitions from lower- to upper-secondary education (academic vs. vocational tracks) and from there to university. Path models reveal that both socioeconomic origins and future expectations are significantly associated with individuals’ probability of moving along academic paths and into university, but future expectations have a strong unique predictive power even when controlling for socioeconomic origins. However, because the education system partially channels educational trajectories along distinct educational tracks, it minimizes the beneficial effect of future expectations on educational attainment and—by extension—intergenerational social mobility. I conclude that socioeconomic advantage and optimistic future expectations may only shape educational attainment to the extent that institutional opportunity structures allow such resources to take effect.