“…As a second contribution—one most central to this special issue's theme of family diversity—these findings demonstrate differences in the types and degrees of tangible support provided to Canadian undergraduate students according to socioeconomic background. Consistently, variations in financial support occurred in relation to parental education attainment—a finding that aligns with the majority of previous research out of the United States (Cobb‐Clark & Gørgens, 2014; Fingerman et al., 2015 ; Hardie & Seltzer, 2016; Huang et al., 2018; Manzoni 2016; Schaller & Eck, 2021; Swartz et al., 2011; Wightman et al., 2012). Whereas literature out of Canada, the United States and Australia has shown mixed findings concerning the relationship between parental education and coresidence (Bilette et al., 2011; De Marco & Berzin, 2008; Fingerman et al., 2015; Krahn et al., 2018; Swartz et al., 2011; Ward & Spitze, 2007), we did observe a linkage between the two—one that may be explained by a focus on a student sample, where parental investment and the transmission of cultural capital may be particularly relevant (Waithaka, 2014).…”