1
GENDER, FAMILY, AND THE OCCUPATIONAL ATTAINMENT
OF YOUNG ADULTS
Researchers have often investigated the role of family context in regard to the educational and occupational
aspirations of adolescents and young adults (e.g., Marjoribanks, 1994; Rojewski and Yang, 1997). Comparatively
few, however, have attempted to discern how familial characteristics can ultimately be considered as predictors of
the eventual educational and occupational outcomes for young adults (e.g., Parcel and Dufur, 2001). It is widely
accepted that the development of goals and aspirations do not occur within a vacuum; rather, they will be affected by
a variety of factors, such as gender (e.g., Davey and Stoppard, 1993; Mau and Bikos, 2000), race/ethnicity (Arbona
and Novy, 1991), and social class (Weinger, 2000). As the majority of influence will come from inside the family, it
is logical to assume that the aspirations of adolescents will translate into the reality of young adult status attainment
in the same manner.
Of course, contemporary adolescents will be interacting with numerous peers throughout their school years,
and this contact will undoubtedly influence both their attitudes and behaviors (Young et al., 1999). Indeed, as
adolescents advance toward the completion of their secondary education, interaction with peers and the discussion of
educational and occupational opportunties will help to shape their construction of goals and aspirations (Youniss and
Haynie, 1992). This study will attempt to examine the extent to which family and peer characteristics affect the
educational and occupational attainment of young adults, and in doing so, will focus specifically on differences
which may exist between females and males.
Family and Peer Contexts
The family context represents a learning arena in which parents’ own aspirations and desires for their
children’s status attainment can be conveyed to their children in multiple ways. The general socialization orientation
of parents will certainly serve to shape the manner in which they regulate and control the learning experiences of
their children. Adolescents tend to agree with and are influenced readily by their parents in qualities such as
educational plans, occupational goals, and political and religious orientations (Gecas and Burke, 1995). If the status
attainment goals of youth can be regarded as the primary motivation behind efforts leading to the eventual
Convention