2
educational and occupational attainments of adulthood, then a broader recognition of attainment processes must be
utilized.
Several studies have suggested that explanations of status attainment should recognize the associated
aspirations as being “embedded in a broad system of social stratification” (Hotchkiss and Borow, 1990: 263). That
is, adolescent aspirations may develop primarily within the family context, but they will nonetheless reflect
prevailing biases, stereotypes, and cultural expectations of the larger society. Peers, of course, help to shape the
attitudes and opinions of their friends in regard to these elements of the larger society. Since gender, ethnicity, and
social class tend to be the primary lines along which biases and stereotypes develop, it is reasonable to assume that
the status attainment patterns of young adults will reflect such tendencies. Lower social expectations, negative
stereotypes, or even overt discrimination may shape the aspirations of adolescents differently, depending upon their
sex and/or ethnicity. The strong linkage between aspirations and eventual status attainment has been demonstrated
(e.g., Haller and Virkler, 1993). Recognition of gender-based differences within the development of educational and
occupational aspirations and, in turn, the eventual attainment of given statuses, is therefore necessary.
While parents and the family context may represent the primary arena of socialization and the specific
development of educational and occupational goals, peers will nonetheless have an impact of these processes.
During the adolescent years, both males and females will spend increasing amounts of time with their peers (see
Brown, 1992; Hartup and Laursen, 1989). Peer interaction provides adolescents with the opportunities to share
information about similar problems, conflicts, desires, and life aspirations. Some studies have suggested that peer
influence, during the adolescent years, gradually begins to increase, relative to parental influence (e.g., Berndt,
1989). Other researchers have noted that this growing influence of peers does not, per the common stereotype,
supercede the influence of parents (Buhrmester and Furman, 1987). Rather, each seem to have the own respective
domains of influence, with peers affecting one another in matters of lesser importance (e.g., music, clothing,
appearance), while parents influence their adolescent offspring in matters of greater importance (e.g., future
goals)(Reid et al., 1989). Such differences in the relative influence of family and peer characteristics have rarely
been explored beyond the adolescent years. Similarly, it is necessary to discern more fully what difference might
exist in regards to gender.
Convention