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(1) 本章之所以强调“家庭”而非“家庭背景”，是因为“家庭”的内涵更广。过去的研究在讨论家庭在教育不平等中的作用时，往往只关注父母受教育程度、职业地位、收入、户籍等家庭背景变量。这些“标签性”的特征只能反映个人成长的家庭环境，并不能进一步分析这些特征对人力资本代际传递的影响机制。当一个社会不再基于家庭背景而是基于个人的能力来分配教育机会时，越来越多的研究发现，造成不同家庭出身的个人在教育获得和学业表现上的差异的原因来自不同家庭背景下的家庭行为差异。所以，本章用“家庭”这个涵盖家庭背景、家庭行为等含义的概念。
(2) 在Checchi（2005：216）的论述中，他将这里所说的“地位优势”分为与人力资本投资相关的流动性约束及与择校相关的基于家庭财富的居住区分割。由于这两种影响机制都与父代的受教育程度及相应的社会经济地位有关，因此本章将其统一归纳为“地位优势”因素。
(3) 同胞教育相关系数可以分解为两个部分：一是代际相关系数的平方；二是和父代教育无关的一个影响因素（Solon, 1999）。因此，同胞教育相关系数度量的家庭的影响在涵盖范围上要大于教育代际相关系数，教育代际相关系数会低估个人教育对家庭的依赖程度。