Students with aligned educational and occupational expectations have improved college and labor market outcomes. Despite extensive knowledge about the ways social background and school context contribute to educational expectations, less is known about the role of social intuitions in shaping expectational alignment. Drawing on data from the 2009 High School Longitudinal Study, I estimate the magnitude of socioeconomic inequality in alignment. I examine how differences in observed student characteristics contribute to, and whether school-based postsecondary planning initiatives mitigate, that inequality. Results from multinomial regression models show large socioeconomic differences in ninth-grade alignment, and I identify achievement, attitudes about college and careers, and relationships with significant others as contributors to those differences. Participation in postsecondary planning is associated with reduced uncertainty and increased alignment, but this relationship does not differ by social background, indicating that the examined college and career planning policies do little to address inequality in alignment.

具有一致教育和职业期望的学生改善了大学和劳动力市场的结果。尽管对社会背景和学校环境对教育期望的影响方式有广泛的了解，但对社会直觉在塑造期望一致性方面的作用知之甚少。根据 2009 年高中纵向研究的数据，我估计了社会经济不平等的程度。我研究了观察到的学生特征的差异如何导致这种不平等，以及以学校为基础的高等教育规划举措是否能减轻这种不平等。多项回归模型的结果显示九年级对齐方式存在巨大的社会经济差异，我确定了成就、对大学和职业的态度，以及与重要他人的关系是造成这些差异的因素。参与高等教育规划与减少不确定性和增加一致性有关，但这种关系不会因社会背景而异，这表明所审查的大学和职业规划政策在解决一致性不平等方面几乎没有作用。