Occupational Expectations of Twelfth Grade Michigan Boys

Abstract

A TRADITIONAL and flourishing belief exists in the United States that any person, regardless of origin, can become whatever he wishes if only he will make the effort. This belief in unlimit ed vertical mobility has been challenged recent ly by a number of scientific investigations. Stud ies in social class and in other forms of social stratification offer evidence that opportunities and achievements in American life are severely limited by social origin.*** This paper examines the occupational expec tations of twelfth grade Michigan boys in terms of social origins. In doing so it aims to offer some refinement to the theory of occupational choice. Ginzberg has proposed that occupation al choice is a continuing process which has distinct phases: (1) fantasy choices, (2) tenta tive choices, and (3) realistic choices. * The significant question is: What factors are in op eration as an individual moves from fantasy to realism in his choices? Obviously many factors operate. This paper focuses on some of the so cial factors. It is assumed that social origin, the home, the school, work experience, and type of com munity are social factors which influence choices in occupations by young people. Do these broad factors contribute to r e a 1 i s m in choice? Which factors are more important in occupational choice? To what degree do these social factors influence occupational choice? The following hypothesis is investigated in this paper: Position in the social structure, that is, social origin, is more important in formulating the occupational expectations of youth than are such factors as the home, the school, work ex perience, and type of community.