Using higher education for aspirational attainment: An American perspective

Abstract

The purpose of this study is to expose the process by which African-American women increased their representation in the professions in the 1990s. Status attainment theories are revisited to search for answers. This study casts doubt on the role of Affirmation Action as the only factor in changing professional representation. Findings support human capital theory in that African-American women approach college with higher career aspirations and defer family aspirations until later than Whites. However, important college effects lend support to structural theories. Findings expose how social norm changes in female roles have facilitated outcomes for African-American women. Interpretation is informed by European work which focused on the structure of societies, the relationship of social roles, and the differences between groups as well as the American focus on educational effects in status attainment.