Individuals' demand for levels of educational attainment that exceed a society's compulsory and standard level of education has been increasing in many countries in recent decades. While it is undoubtedly true that this increase is strongly driven by individuals' desire for economic security in terms of higher earnings or better job opportunities, the literature on status suggests that the desire for self-esteem and esteem from others plays an important role in educational attainment as well. This thesis aims to shed light on the role status concerns play in the educational attainment process and is also intended to draw attention to the fact that concerns about social status play an important role for policy design regarding education, since there may be implications for the labor market and individual well-being.