Age Variations in the Formation of Educational and Occupational Career Goals of Brazilian Youth: A Cross-Cultural Test of the Wisconsin Model

A cross-cultural test of the Wisconsin Model was made of the intervening role of significant others' influence (SOI) & school performance (AP) between social origin (SES) & mental ability (MA), & educational (LEA) & occupational aspirations (LOA). It provided an indirect test of the hypothesis that ascribed statuses were more important determinants of aspiration than achieved statuses. Data were collected in 1973 from 928 junior high school students & 1,022 fifth graders. SES was measured by an index of summed, standardized scores of father's occupational status, education, & monthly income, & an eleven-item level of living scale. MA was measured using the G-36 IQ test. SOI was operationalized by an index of summed standardized scores for father, mother, & teacher encouragement to continue studies, & educational plans of best friends. The measure for AP was the mean score of grades in mathematics, Portuguese, & science during 1972. Measures of LOA & LEA tapped the realistic dimension of aspirations. A path model was used to present standardized & unstandardized regression coefficients. SES was more important than MA in explaining aspirations. It has substantial direct & indirect effects through SOI, & they are stronger for older students. Results included: (1) ascribed statuses are more important than achieved statuses in explaining the formation of aspiration, (2) students become more realistic as they mature, (3) the Wisconsin Model is not representative of causal processes in the formation of aspirations for the study sample. Future research suggestions include: (A) elaboration of standardized cross-cultural measures for variables implicated in the status attainment process, (B) study of sex & self-concept as possibly important explainers of aspirations in Brazil, (C) collection of longitudinal data on status attainment processes in other nation-states, & (D) examination of the importance of ascribed & achieved statuses in explaining actual attainments. 2 Figures, 5 Tables. Modified AA.