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This article explores the relationship between economic potential and rates of entry into marriage and cohabitation. Using data from the 1990 census and the 1980-1992 High School and Beyond (Sophomore Cohort), we developed a method for explicitly estimating five time-varying measures of earnings potential. The analyses of union formation are based on an intergenerational panel study of parents and children, to which our measures of earnings potential were appended. The results indicate that all five measures of earnings potential strongly and positively influence the likelihood of marriage for men, but not for women. Earnings potential does not affect entry into cohabiting unions for either men or women. [ABSTRACT FROM AUTHOR]

Although sociologists have found direct links between parents' education and the high school and college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate and Beyond Longitudinal Study, the authors reexamine this issue and extend the literature by disaggregating graduate programs by type. They find that parents' education has no effect on their children's entry into MBA programs and only a small influence on entry into master's programs; however, there is a strong effect of parents' education on entry into first-professional and doctoral programs. The role of parental education is largely indirect, working primarily through the characteristics of a student's undergraduate institution, academic performance, educational expectations, and career values. In addition, college performance maintains a strong, independent effect on enrollment in graduate school. [ABSTRACT FROM AUTHOR]

The study presented here explored three factors that may explain why distinct Asian American groups have higher educational expectations than do whites: favorable socioeconomic and background characteristics, demonstrated academic ability, and parents' high expectations. With data from the National Educational Longitudinal Study, the authors used linear and logistic multivariate regression models to examine these differences in educational expectations. The analyses indicated that although all Asian American ethnic groups have higher expectations than whites, the higher educational expectations of Asian American groups that are well assimilated into U.S. society are principally influenced by socioeconomic and demographic factors. Parental expectations generally explain a large portion of children's high educational expectations for all Asian American groups. [ABSTRACT FROM AUTHOR]