<p>Do concerns about descending the socioeconomic hierarchy contribute to socioeconomic status (SES)-based intergroup processes that reinforce inequity in higher education? Across three studies (<i>N</i> = 1,690), we examined how concerns about downward socioeconomic mobility caused certain students to engage in education-related resource hoarding. Results indicate that presenting higher-SES students with information about the potential for downward socioeconomic mobility reduced their support for a school policy benefiting lower-SES students (Study 1). Exploratory findings suggest that students from affluent backgrounds (Study 2) and students led to believe they were high SES (Study 3) were more likely to believe that it was appropriate for them to prioritize their own educational and economic needs, even at the expense of other students, when they were led to feel concerned about the possibility of losing their position on the socioeconomic hierarchy. The role that education-related resource hoarding plays in contributing to extant societal inequality is discussed.</p>