Abstract
Status attainment research has been characterized by the evaluation of analytic models of increasing complexity. This project replicates one of the Wisconsin social-psychological models of socioeconomic achievement with 15-year longitudinal data for a national sample of males first sampled in 1955 as high school sophomores and followed up in 1970. Interpersonal and subjective school variables are found to mediate a substantial part of the effects of ability and social origins on later status outcomes, indicating complex processes quite similar to those demonstrated in the original Wisconsin analysis. Minor differences in results between the two inquiries robably reflect differences in sample composition and research design.
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