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This paper analyses the framing and expression of French high schoolstudents' aspirations. It sheds new light on the inequalities in trackingbetween academic versus technological and vocational track. Through theanalysis of a national survey and a corpus of cover letters written byapplicants for a sociology degree, it shows that, due to the lack of means,teachers mainly have two types of guidance support strategies.Teachers use totarget and concentrate their supporting on ``good students'' in vocationaltracks, while, in academic tracks, they delegate some steps of the trackingprocedures to families. These different strategies have effects on the way highschool students internalise school prescriptions and restitute them in coverletters. Through the close support they benefit from teachers, ``goodstudents'' in vocational tracks strongly internalise the instructions and theirplace in the school hierarchy. In academic tracks, students' expression of theaspirations is much more dependent of their familial capital.

Motivation literally. Construction and expression of educational aspirations on Parcoursup