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Nt

itit

A COMPARECEIVE ANALYSTS OF THE FACTOR:: ASSOCLA' -771

CAREER ASPIRAi.L2NS OF BRAZ:LI: ST:DENTSBY SEM. AND GRADE LEVI

BY

Helena R. Lupidi

S.

assismant "1:cTesscr. of Rural Sociology and Researom A a in Rural-

Demar=ment of Agricultural Economics -r4 Soc-f.ola.s7

at N-tmh ragricutura1 and Technical State apres.2=ed _It the Rnral Sociological Socie:y Annue: Ithaca,New -!nnit, :980

ED, E

NAT 7FTION

r., I- - 3 .f

f f,f4

IN

This materi.4-1 is based upon work _supported by the United StaA-Onzyfor Intertt;_tn±n1 Development under contract No. AID/ta=g0145.S.- rQkited under Se.7,tion 211(d)i Title III of e.f. Foreign Assras of 1566.

ABSTRACT

data for he study were collected from four counties in Rio

Grandv-- d: all in 1973 It consists of two sub-samples of 1,950 s:it=ht-S.

define` revel of sc.h.oling; The Wisconsin social psycholo;y

status atte;:nment was used to explore sex-related variations in the for.nE.,-

_ion 77_7f ec_cational an occupational goals of fifth and nint-h grad Brazilian

Joys and 7 1s. Analyses of the data were conducted by compariny the rele-

ance of sc:ioeconomic origin and academic performance as equ;:lly 177:=;.ortant.

Mput:, into the status attaina;ent process: It was hypothesi:ed that levels

cf asT.iration vary by the studc,:nts': (1) grade level, (2) sex; (3) socio-

e:ono:7c origin, (4) academic performance, znd (5) level of significant others'

influe7ce; While tnere are no clear indications as to the reason of sex-

specnc consequences for education0 and occupational atta.tio?nt in Brazil;

there still appears :o be sane intwening variables t:24t. seem to differentiate

the educational and occupational process f= boys ari gir,s,

INTRODUCTION

nough in recent years there has been increased emphases on the

kvelop;rient of theory, and substantia] additions to reTevant er:,pirici.2.1 in-

formation on the career patterns of women; relatively '.ittle researc,-.

addressed itself to the application of the StdtS attai7:..ent process to

wanen (Sewell, 1971; HoLit and Morgan, 1975). Status at-7-dinment modcliD

was originated for and applied to male populations u.ithi_t) the United

but less is known about them in other natioos, particulrly those class;

as developing (Sewell, Paler and Portes, 19F;5). t!,,:e trend of

status-attainment resea!-L1 reflects cu:::blative and sys::-.-,atic

across cultures (Haase::; :977.,) and -,aricus subpopulati::.s

nd Onlendorf, 1370) WE find that few special consider...tion; for u.:.,Y;en

-lave been adetuately dal: with.1

While several recd d atteApts have 5,-211

:7-.ade to fill iii1;s gap in no much needs to be Celle relative tc pro-

idtng insight into the multivariate nature of the phenomenon (rreiman and .

Terrell, 1975; Featherman and Hauser, 1976; Rosen and Aneshensel, 1978).

,Ae status attainment model has received only limied :Ise with femal

lations; however, the limitations of present theory an! status attaint

models poits to an obvious need for a continued search for sex-relat,.J

abler of importance in understanding the status attainment process for n.

It would appear reasonable then to reconceptuali7e thL Wisconsin model for

wanen with the objective of developing an appropriate status attainment model

for wa.:en.

1For example, Falk and Cosby comment that "Although pJrsimony is theoretically

sirable, researchers ir..:erested in the status :attain,: ent process for

seem doomed to be frustrated by thc failure to consider sex-related limitations."

(Women and the Status Attainment Process, 1974.)

_ .

in Tlght of thls srat42. 07 of ti

is an assessment of se

of educational and oc:_

boys anLj girls.

]--eason of sex- specif corcel

3

ar; _ caus:11 iis. _ the

and nitL

:s

and

process for

won, :his will :t

:a:n1:.L. It in Brazil, there sti: 7-

see..1 to differentiate

cir:s. Gy introducing thn c

new model appropriate

_a:iiina=i0n of the followlng fcct acadelic otivat;on

ach:evement:

I. Sex-differentiated academz.= 1 be evaluated by a

comparison of the grades of toys a in both the fifth and

ninth grades.

2. The fornatlon of career_:...:.1s Atyd a co:::pariSOn of

boys' and girls' level 1uc = iii i a s ilftions and of

occupation aspirations ' Jth fi7:th arA Pinth grades.

3; The influence of sicnif-' othsrs peers, and tea:_hrs:

will be evaluated by a of th&.. responses of boys and girls

in both the fifth and ,:rac_zts.

Th rc.tic C.it Aton- -An importar-L -thoretical and methc:L1:

of sucial ..Jas the study of :he '.on occur

conducted by Duncan j967). They =.7.ented a not C;77

docui%ente-i the C" bet.ween -tergr, '::ional st t i-

thesi',ed a r,rocc . of status t-nsm' ibr. hiding on 7:

have been several ..,:tempts to specif: :he intervzj: chi s

bti.en parental .:!Ll offspring statl_L7..J. ::7-2 of the mor. 2r of th

contemporary soc'...1 psychological m the Niscons n D--1". Th

1:isconsin model ,.. 'I be used as a p_ cs:parture in :hi_ s:r.c it

is perhaps the M37: parsimonious ar. .prehensive if _ social T.s

logical models of .tatus

The model, w r :h is reproduce .7E 1, hypothesi_ number u;

causi relations' , among eo.ght vL L1 .Lich lend the es zest-r.g

through path anal-;:is. The pwciel ---icatcs that rental atil ty and SOC7D-

economic backgrour: are the two ba-- vales explainin7 -idividual attain-

rants. *Socioec7n.----jc background r-7resnIS the advantages ',Isacivant:!ges

Which parents pIss ol to their chil:ren. I is a status .srid to of:: ,..,

at birth=

This revis:.c: of the model will :nvolve inclusion of the sex variable

well as an expansion of the SES variab.e to include both mother's and father's

education and occupation. Given the relative importance of mother and father

as significant oters during the socialization, it is plausible to expect

differential influence and that what influence there is will be in part

determined by mother's and father's educations and occupations,

Table 7: Kstnart-.10-. of Svzie rade Sex OM -Co-.;74.4

Cor.:tY

Ze..,;:ete

Pelotas

Total

Male ?rale 1140t21

37---7:1

153 55.8

118 45.7

117 49.8

128 50.2

516 50.5

1P4 C.

Male-- -4.

4W,...-4.-

121 44.2 274 100 0 115

140 54.3 100.0 121

118 50.2 275 100;0 110

127 49;_a 255 1C04 151

506 49.5 1022 100.0 499

Excerpted fro: aan:cn E1 975)

. .,....

/- 4,,......-.. ---..-

51.5

46.2

64.6

114

128

34

4E,

47.,

7.:,

53.8 429 is-.-.

....--...m.:=...go.

MMNII

1c,

235

rt."

14

lf"-^

9E3 'CO:0

.r...

The reconceptualized r.odel will also take into account the role t.lt otter

va:-Ious significant- others (such as teachers and peers) play in en:o raying

and r::odeling behaviors appropriate for the formation of educational occupational

aspirations; Again it see.;:is plausible to expect differential flfluence due to

the substantive impact that significant-others influence and status aspiration

h:.-ve upon educational and occupational achievements (Haller and fortes; 1972).

This study will provide a longitudinal ,:ta base on stratification and

education in Brazil, and a point of comparison for similar studies in the

United States. Although there is a worldwide trend toward increasing the zr.ount

of education and the equalization of educational opportunity, neit,ser in the

United States nor in most countries has the expansion of opportunities der-

removed social Class differences in educational attainment. Instead there

has been a filtering down process whereby educational demand is Satiated in

the upper social strata before there is a great increase in :compulsory

school attendance by working-class or lOwer=SUi children.

Turner postulated that the most crucial factors defining accepted todels

of upard tobility in a given SySiO-M are the orcyarliz_ina folk norms; "As

organizing norms, these principles are assumed to be present, at least

in people's thinking, guiding their judents of is approp:.late

and inappropriate on many specific matters" (Turner, 1968). Hansen sugrjests

that Brazilian mobility noms more closely approximate those of Turner's

"sponsored" type. This results from "cultural norms which dictate the appnl:

priateness of recruitment to elite status in Britain and Brazil and lan3te

from estate stratification systems" (Hanson, 1976). If norms favor the

allocation of education to males, then significant others are likely to reflect

them in interaction with students.

9

A clarification of the factors influencing educational

opportuNities could ultimately lead to a reduction of th

opportunity extent in Drazil's stratification systen and thereby to

more fully utilize the latent "talent loss" that exists in the unc_J-catc-d

lower strata;

Hypotheses

The basis assumptions underlying this study are the follein,J:

1. Sociceconczic origins and individual perforar.c: are i-,2brt,--.t

d,..terminants of aspirations and attaim..:;Ls of ',!;,:cd St,:Les

z:re probably Cl re handicaped in th,a

process than males which at least partially due to differences in the

sociall ation of boys and girls into differert sex roles.

3. The differences are likely to be more clearly identifiaee in

developing countries and reflected in the relative importance of

ascribed and achieved statuses in determining aspirations and

-a.-hievement.

4; The norms governing aspiration and attainment are likaly to be

enforced by individuals occupying status positions important to youth.

Eaferring to the reationships that must exist for the revised Sewell et. al.

model to fit the data of this sample the following null hypothese are advanced:

1: There will be no significant cultural differences in level of access

to certain educational and occupational roles for 'aoys and girls in

Brazil .

2: Significant others' influence and academic performance have no effects

on the aspiration levels of boys.and girls.

3: Significant others' will not be likely to encourage boys to as:lire to

higher than girls when holding constantly fa:::11y or: lei and

mental aility, sim2lv because of culturally defined sex differences.

4: Family origin has no effect on significant oLhers' influence.

5: !:L:ntal ability and acada;:lic performance have important of fects on

significant ot;:ers influence.

6: The effects or significant other' 3nfluence on boys and girls is not

increased at higher grade levels.

7: The effects of significant others' influence on boys is not greater

than that of girls at either the fifth or ninth grade levels.

The Variables

1. Socioeconomic status refers to the position of the respondent's

ramily in a generalized status r,rchy. Specific indicators used to mea,'.ire

status include: father's e: ocupation arc income, and a level of

living index. A composite was by sumino standardized scores

for the status indicators for each subject.

a Father's education was measured by the number of years of form;i1

schooling completed by the respondents father% These were

collapsed into categories ;ith incremental scores for each level

Of schooling completed.

b. Father's occupation was measured by coding the title of the

occupation or respondent's father onto an index Of occupational

status used b:" Havighurst and Gouveia (1969). The scale varied

from 0 to 6.

9

Father's income was measurd by a 10 interval scale w lcn

represented categories of monthly monetary ifictit. it

varied frO:ri 0 to 10,000 +.

d. Level of living :as measured by an index of eleven items

representing four different aspects of consumption orig-

inally pronosed by Saruiva. They are:

1. construction of the house

sanitary facilities

iii. material possessions in the house

iv. access to services provided by others

Index scores for each individual consist, of the sum of

standardized scores for each of th? eleven items.

2. Academic perfomance refers tc the quality of student performance in

the classroom. It was measured by teacher evaluations of the studont in the

three disciplines of mathematics, language and science. An average was com-

puted for giades received the previous year in the three academic areas. The

grades for the previous year were provided by the school secretariat.

3. Significant others' influence represents feedback received by the

student from others relative to his probabilitiet for success in educational

endeavorS. It was measured using a four item index consisting of perceived

encouragement received from father, tether and teacher to continue studies;

and the educational plans of best friends. As was the case for other indices;

standardized scores for each item were summed for each student to obtain an

overall index score;

4. Level of Educational Aspiration refers to the student's own

appraisal of how far he/she will progress in tht forfflal education system;

It is a measure of realistic expectations. Response to the question of

whether he/she thought he/she would be able to continue his/her stunir.s were

coded no-0; maybe-1; yes-2.

5. Level of Occupational Aspiration refers to the status of the

-; :

occupation the individual realistically expects to attain in later life;

The question used to measure this variable queried the student on the

occupation he/she would probably follow in later life. Titles of occupation

to which the student aspired were coded using the scale of occupational

status used to rate father's occupation.

6. Sex refers to the biological and social categorization of individuals

as either males or females; It was measured by a self-assignment by respondents

to one of these categories.

Reliability measures for each of the variables were of two types. Where

summated indexes were used, an alpha coefficient of their internal consistency

was computed (Bohrnstadt, 1969). Stability estimates were based on the corre-

lation of responses to individual questions at two different periods - the

initial questionnaire and application and the post-test. These coefficients

sire presented in Tabie 2. In all cases. except for level of occupational

aspiration, the stability estimates are higher for the ninth grade sub sample.

This is to be expected since the older students probably took more care in

filling out the questionnaires. The information measures such as those on

educational attainment of parents, sex, and so forth; are more stable than

the social psychological measures. This, too, is in agreement with previous

1 ')

Table?. i Reliability Estiinates for Varla"DIes InStUdl-, 11 Grade Level and Total

Variables

Grade---Fifth Ninth

c "tolt2

rtItg Ct rt!

(1) SocioeconoMic Status Indexa. Father's Educationb. Father's Occupationc. Father's Incomed. Level of Living

411 ;89

MID .68

.97

.55

.84Ma,

.77

.85

79.93.54.76

(2) Academic Performance 1.00 1.00 1.00

(3) Significant Others' Influence Index .30 .61 .62 .41a. Father's Encouragement -- .37 __ .59 __ .42b. Mother's Encouragement -- .29 ;53 -- .37c. Teacher's Encouragement -- .07 - .55 -- ;22d. Friend's Plans -- .25 -- .53 -- .45

(4) Level Of Educational Aspiration -- 37 __ .45 __ .446

(5) Level of Occupational Aspiration .57 .29 .46

(6) .96 1.00 .93

12

Figure I: Path Coefficients Yor Antecedents of La'4cationaland Occur,ationaI Attainment with Revised 1:c;.-ie1

For Total Samplol

X- Occupational Attainment

X 2na-Educatiol Attainment

Level of Occupatianal AspirationX-

Level of Educational AspirationX4

X,3

Significant Others' Influence

Academic ICtformancex6

X -Socioeconomic Status

X Mental Ability

13

research exp -ience. Van Esland Wilkning (1970) have sha that thi

pattern of ry ponse stability is characteristic of most su.-..ey resuIrch

conduCLed ih DraZil. Although the social psychological he_sures are

lower than they ideally should be in practice, it simply means that associ-

ations ntween variables in the study will probably be underestimated. Thus,

tests of significance will be more conservative in that there is a greater

probability of accepting the null hypothesis when it is in fact it should

be rejected. The three measures of internal consistency follow the.same

pattern. The significant others influence index which respresents su:med

responses to subjective questions is less consistent than the other twO which

are based on factual information.

Methodology

The original study (Hansen, 1975) was based on the sample of 1,950 students

at two grade levels enrolled in schools in four counties in Rio Grande do Sul,

Brazil; The counties were selected to maximize variation in the level of

access to educational facilities while at the same time controlling for levels

urbanization and industrialization. Since the intent of the original study was

to examine the effect of differential access on schooling processes, the selected

study counties exhibited great differences in their patterns o seltle;:;,2nt and

economies.

Sample Designs

.

The fifth and rinth grades were selected as target populations for the

sample in order to assure a great deal of variation in student socioecc:-.,;lic

bec.kground and levels of aspiration. As many as 60Z of the Braz;lian s:udent

body drop out prior to terminating the third grade and only a privileged

minority actually continue beyond the fifth gradq.n Ideally, the study should

It

have included a younger cohort but data gathering resources were limited and

the lack of existing inethodologies to gather the required inforation from

younger children led to a decision to focus attention upon the fifth and

ninth grades.

SaropThinl:

Purposive samples were drawn in three of the four counties. A censu

of fifth and ninth graders was taken in Butia. Although, ideally, it would

have been best to have taken random samples from each of the other three

counties, such sampling would have required the expenditure of resources

which were not available in the research budget. Six criteria were used in

selecting the samples. Four of them were previously used by Havighurst and

Gouneis (1969) in their national study of middle level schools. They are:

(1) the sex composition of the school; (2) the curriculum offered by the

schools (academic, normal, and industrial); (3) the time of classes (day

versus evening); and (4) the funding source of the schools (private versus

public). Two additional criteria were established by the project, namely

(5) the Socioeconomic composition of the student bodies and (6) the school

location (urban versus rural). Schools were selected with the assistance of

local school administrators so as to maximize the existing variation on each

of them.

The accuracy of within county saT.:ples was evaluated by Hansen (1975).

His analyl.is indicated them to be highly representative of the selected

counties with minor deviations occurring from the census in sex distributions,

school curriculum and school location. The first two were probably caused by

the decision to include technical, industrial and agricultural schools in

the sample if they were present in a county. Proportionately, they service

a small portion of thy- student body and must of them are 1;;Z!1:5.

discrepancy can be explained by the fact that many rural schools ha:' less

than five students attending fifth grade; They were excluded fro: thc

sample because of the additional costs associated with interviewing the.

Most of th,-2 larger fifth grade classes were in the urban centers.

Table 1 presents the sample distributions by grade level and sex for

each of the four counties. They approximate one another for sex althou3h

there was a slight oversampling of males at the ninth grade level in PelbtaS.

The total sample of fifth graders consists of 516 males and 505 fe;;:als

while that of ninth graders consists of 499 males and 429 females. Only

103 ninth grade females were sampled in Butia, but this is explained by the

fact that there were only that number in school in 1973.

FIND MS

The results of the statistical analysis are summarized in Tatic. 3.

Presented below are the major findings for each of the hypothesized relation-

ships.

Grade Level. Grade level was found to be significantly related to levels

of educational and occupational aspirations. In both tests, ninth graders

tended to have higher aspirations than fifth graders. However, the relation-

ship was stronger for occupational aspirations than for educational aspirations.

Sex. Sex was significantly related to level of aspirations for the total

sample and for each grade level. Chi-square values show that sex was

significantly related to level of occupational aspirations but not level of

educational aspirations, for both total sample and for each grade level. In

each instance, higher aspirations were observed for males than females.

Socio-Econwic Status

Several tests were conducted which looked at the relationship between

socioeconojc status and aspiratio::::' :n all cases but on(:, socio-

econaJic status ws sif!hificahtly r it'd to asHrational levels. Ti

relationship was positive which that as socioeconmic status became

higher. aspirational levels tend:!d 1, increase as:well. The exception

was observed for level of educaticnI aspiration for fifth grade students;

As possible explanation hi ay be that male children have a lower of acaz:emic

maturation than female children cl:r this ago. This might be characterized

by negative attitudes toward school.

AcademicTerFormaare

Academic achievement level. as measured by academic perforc.,:ance was not

found to be significantly related to educational and occupational asArations.

This finding suggests that one's ori'lin - an ascribed status in a Brazilian

Setting - is a more important dote --1-na..= of aspiration levels than achieved

statuses. due to norms governing sa:41al mobility procesf.c:, -4hich are primarily

ascribed and reinforced by inequalities of opportunity.

Significant Others' Influence

Results indicated that- in all cases; by grade level and sex, significant

others' influence was positively related to levels o= educational aspirations.

When level of occupational aspiration was examined. one test results were

mixed.

In summary. the analysis showed that the hi:Thor the grade level. the

hic.ner the levels of educational and occupational aspirations; This same

trend held for socioeconc:ic status, the higher the aspiration levels.

However. significant °the-7s' influence which is a measure of educational

and occupational encouracement. showed a different trend for females. Finally;

academi_ performance was found to be not significantly related to the

aspiration variables;

19

Table 3: Surzary of Statistics U to Teat Forzal liy7othe:ea

Tota2 Samole _Bvi:nieLeve

tseciaiions

X LEA 7;58 .064

IIYEL X LOA 68.25 .196

SEX X LEA 3.19 .042 1.21

SEX X LOA 45.89 .163 20.70

SES X La 73.10 .189 10.61

SES X LOA 94.37 .248

AP X LEA 0.10 .024

AP X 10A 2.44 .038

33.51

1.35

0.81

SOI X LEA 90.53 .219 36.46

SOI X LOA 13.12 .103 1.85

Sex s.

-Fifth Grade

5th Grade,

2Tau 2 Tau Tau

e-orel

!malt t1e

2'Tzu__ X2

.037

.153

2,41

20.44

.054

.158

.101 71,84 .269 2.34 .068 10.65 .135

.190 35.30 .221 19.66 .218 12.12 .147

.039 0.06 .010 0.36 .031 0.69 ,042

.032 2.70 .059 3.35 .091 0.01 .009

.193 56.47 .238 13.75 .171 22.37 .215

.047 12.71 .125 0.46 .036 1.63 .065

Grade

Feple

,2

Tzu

32,91 .249 38.91 .249

22.73 .236 15.49 .211

0.08 .017 0.00 .009

2.20 .073 0,34 .075

31.76 .259 17.28 .208

4.53 .103 8.6o .155

* SignIficant at p 5 .05 level

LEVEL = Grade loci

SEX = Sex

SES - Socioeccto:ic Statu:

AP - Acadc:ic Perform:::

2

.0000)

SOI = Significant Other:. Itfltlt:::

- Level of Ethxatic:T.1 Asplratien

LOA Level of Ocnr2:ttenaI A.spIntioa

9I

wad

DISCUSSION

The_ilisconsin Model

Status attainment processes in Brazil are aP;;Orently govet'n by

ascription factors then by achievemint factors. Hans-en (1976) seos sthat Brazilian mobility norms more closely approxiMte those of Terrier's

(1960) "sponsored" mobility system. When this interpretation is applied,

several major diStinetitihs emerge in the status attainment process as implied

in the Wisconsin model, and they are for the most part related to antecedents

Of educational attainment.

The first divergenee has to do with family origin; The data support

previously stated observations concerning Brazil's cultural hohiA-s governing

access to educational and occupational statuses, The differential access

to these statuses are culturally defined by statuses ascribed to ihdiViduals

at birth;

In Brazil, parental status has traditionally d;,--Themined the status of

progeny. Of course, it is chance that determines if a child is born rich

or poor_, and either male or female. Family origin status wa.: fOUhd to be

the most important factor in detehnining levels of student aspirations.

Socioeconomic status was found to exercise significant effects on

aspirations for both girls and boys; however, iLs effects on level of

occupational aspiration are greater for boys than lor girls. Eo;:over, the

effects of socioeconomic status on level of educational aspiration were

greater for girls than for boys. First, these findings appear to support

the contention that ascribed statuses, such as socioeconomic status and sex,

are probably the principal determinants of levels of educational and

occupational achievements of Brazilian fifth and ninth grade boys and girls,

while achieved statuses, such as academia. performance; are not.

99

;9

Second, the findings could possibly suggest that boys are more directed

and encouraged toward occupational achievement while females are less en-

couraged to achieve high status positions.

Currently, due to rapid changes in the economy and a correspc:iding

need for middle level educated personnel in an industrializing country,

government policy and programs have expanded educational opportunities

for the masses. Increasingly, education has become the principal vehicle

for social mobility for lower and middle classes.

Both females and males have more opportunities for specialized train-

ing in business, technical careers, skilled industrial work; in general,

for middle-level positions in the occupational sphere. However, the populace

apparently still perceives education as the privilege of the higher classes;

In Brazil, traditional folk norms and values may be more resistant

to change due to cultural lag. This concept may be illustrated by the lag

which developed in this century between the rapidly increasing potentialities

of the automobile on one hand, and the design and construction of adequate

highways. is thus a type of maladjustment that eventually will be over-

come by cultural adaptation. Nevertheless, family origin and sex still

appear to be the two most important ascribed statuses governing the allocation

of educational and occupational roles in Brazil.

Academic Performance

The second divergence in the status attainment processes of Brazil

and the United States, as implied in the Uisconsin model, has to do with

the unimportance of academic performance in determining levels of aspiration.

This divergence may be due in part to the relative unimportance of academic

performance if it is assumed that achievement factors are irrelevant in the

Brazilian schooling process. Another possible explanation is the adequacy

of the measure ent deviteS be qUefionod if grades are not an zccurato

evaluation of sci:ool p2rfor,..lance;

The first interpretation can be accepted if substantive findins on

achieve:;:entiastription factorS hOld. BUt if the problem is found to be based

in the invalidity of the measures, very little tan be said at this ti

As previously stated; the data in this study reveal that acade:dic per=

fonaance was not significantly related to educational or occupational aspira-

tions by grade level or sex. This finding is compatible with the current

arguments of Latin klieritan educators who suggests that teachers define 4.C.:riiC

perfomance in accordance with class based factors that have their bases rooted

in prevaling cultural norms. In other words, teachers apparently re4aro students

with higher grades on the basis of socioeconomic characteristics such as dress;

speech; cleanliness, and manners. If this line of reasoning is correct, tries

even if the measures for academic performance are invalid, the evidence would

point to the importance c 4scriptive factors. This notion ties in quite well

with the argument presented earlier, that differential access to positions with-

in tne educati-onal and occupational sOeres of Ba±il't stratification sysm are

culturally defined by statuses ascribed to individuals at birthi must t;ot:My

those of family origin and sex.

Tne effects of socioeconomic status and Of significant other's influence

on educational aspirations significantly increased for both boys and girls at

the ninth grade level. This suggests that students become more rezlistic in

setting their goals as they mature and the expectations of significant others

increase as ability is deiliOnStrated. All factors; however; have less influence

than socioeconomic status upon aspiration levels.

21

As previously mentioned, levels of occupational aspimLioh noL

Significantly associated with significant others' influen-,:J -txLitit in Lh.2 case

of ninth grade feiLales. It was suggesteJ that thiS uhexpectiA fint;ing might

reflect greater encouragement for females, since it is 1:10r6 Critical for a

female be "qualified" than a male in Ordii- to gain access to certain educaLiol

and occupational positions; floweveri differences in cultural d-efiritions of 1:!iti

has access to occupational roles seem likely to be greater in Brazil; The!;e'-

differences may also affect aspirations and Significant Other's encouraLii:o.mt.

Thus, as prevailing cultural norms "catch up' with Brazil's rapidly Lh:inj

ing business and educational infrilstructures, due to the indUStrialization and

modernization, one would hypothesize the present differentiation in sex roles to

break down. Accordingly, we can predict that females will increasingly aspire

to, and attain such occupations as lawyers, university Orefessci-s, doctors, ihd

oti traditionally male dominated occupations.

Conclusions

Substantively; the findings suggest several major conclusions when reviewed

in light of existing theory of stratification. For the most part, they support

the hypotheses stated earlier.

First, it is apparent that the Wisconsin MOdel at formulated by Sewell and

his associates does not fit these Brazilian data well. The most obviOUS diffe-

rence is that academic performance does not have a tUbttantial effect on aspira-

tions while socioeconomic status does;

Second, ascribed statuses, such as socioeconomic status and sex, are

probably the principal determinants of levels of edUCatibrial and occupational

achienments of Brazilian fifth and ninth grade boys and girls, while achieved

statuses, such as academic performance, are not;

22

Third, several variations in the effects of socioeconomic origin;

grade lev.l; sex, and significant others' influence on aspirations are in=

dicate by the data. In general; as socioeconomic status b-6-c high6r;

aspiration levels increased; Grade level was also positively related to

aspiration levels. This may reflect that as maturation occurs; aspiration

levels tend to become more formalized; Level of occupational aspiration was

must important for males while level of educational aspiration was ri;05t signi=

ficant for females; The importance of significant others' influence Wet

documented for both sexes.

Several factors emerge from this study as important problem areas that

could be noted for future cross-cultural status attainment research:

One of the most important research considerations is the need for develop-

ing more accurate social psychological measures that will closely approximate

the social situation and cultural milieu of Latin America. This would pit,i-itit

empirical equivalence between measures cross-culturally and woUld thereby in-

crease th e validity and reliability of the research in both a statistical and

theoretical sense.

Secondly; a comparative analysis is needed in the socicilogital investigation

of SO-dotal norms defining the process of allocating educational and uccupajonal

statuses; not only in Brazil but in other developing countries; Thit it not to

say that the study Of Structural changes is not highly important; but the results

Of this analysis support the idea of the importance of societal norms. Their

effects on mobility processes may be just as important as more traditional

mothOdS of explaining status attainment processes in less industralized countries.

Thirdly; further research is needed in improving the accuracy of acadiiiit

performance a reliable indicator of students' actual schblattit abilities.

23

There is a need to document the exact criteria used Leachers in z...:drdin3

grade_ for classroom performance. Participa!)t observation and the use of

questionnaires might be used for this documentation.

Finallyi future studies could concentrate on tna docwJentation of the

percentage of women holding higher an-71 more prestigious educational and

occupational positions in developing countries; Rates could be cmpared in

the time sequence studies, thus not only yielding a clearer picture of t'

country's stratification system but also of their folk norms.

Bibliography

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432-483.

Hanson, David O.1975 "Determinants of educational performance in Southrn Brazi

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Hansen, David O.1975 "Urbanizationand forms of sponsored mobiliiy in a

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