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Students’ educational expectations are one of the strongest predictors of their future educational attainment (Mortimer, 1996; Reynolds & Burge, 2008; Sewell & Hauser, 1980; Sewell & Shah, 1968). Thus, the growing gender gap in educational expectations partially explains the growth in the gender gap in educational attainment (Reynolds & Burge, 2008). This leads to a challenging question: how do administrators and policymakers address the contemporary gender disparity in educational expectations, thereby likely increasing male postsecondary educational matriculation and degree attainment, without penalizing and rolling back the vital gains women have made in postsecondary educational attainment in the last thirty years? Using social reproduction theory as a framework, this paper examines the role of social origin characteristics (largely measures of family socioeconomic background) and social capital …