Social psychological variables such as identification and communication with significant others, perception of others' expectations, and self-perceptions influence the effect that social and family structural variables have on educational attainment. Using available data on Los Angeles women collected in 1973 and 1975, this article further investigates the relative role of structural and social psychological variables in predicting the educational attainment of women. With some modifications, findings replicate those of other studies. Women's perceptions of their mother's education and aspirations as well as their own educational aspirations predict the amount of education attained. Early heterosexual experience, pregnancy, and early first marriage decrease completed education.
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