The status attainment process in Appalachian youth

The status attainment process has been a focus of substantial research by sociologists for the past two decades in the United States and other industrial nations (Blau & Duncan, 1967; Sewell & Hauser, 1975). The majority of these studies have concentrated on middle-class, college-oriented men, and only recently have researchers begun to examine the status attainment process as it applies to females (Alexan der & Eckland, 1974; Dejong, Braver, & Robin, 1971; McClendon, 1976; Treiman & Terrell, 1976; Tyree & Treas, 1974).

The present study contributed to the status attainment literature by examining the attainment process in a longitudinal sample of low-income Appalachian males and females. Ideas from the symbolic-interaction-role perspective were used to conceptualize the status attainment processes of rural youth (Hall, 1979). Special attention was focused on several family background variables, significant others, and parental expectations as factors contributing to status attainment. Several unique features of low-income Appalachian families also were considered in this study.

The sample consisted of 140 white males and 182 white females was drawn from a ten year longitudinal study of Appalachian youth from depressed areas of six southern states (Southern Regional Technical Committee, 1974). The youth were assessed in (a) 1969 when they were in fifth and sixth grade, (b) in 1975 when they were in high school, and (c) in 1979 when they were young adults.

A modified version of "the Wisconsin model" of status attainment (Sewell, Haller, & Fortes, 1969) was used to examine the attainment process for these low-income youth and path analysis was used as the statistical procedure. The causal arrangement of the model began with mothers' and fathers' education (family background variables) as exogenous variables which, in turn, were expected to predict such endogenous family and social-psychological variables as mental ability, the influence of intrafamilial and extrafamilial significant others, educational expectations, and academic performance. Finally, the effect of these exogenous and endogenous variables on educational and early occupational attainment was subsequently evaluated.

Although some investigators have found the attainment process to be virtually identical for males and females (McClendon, 1976; Treiman & Errell, 1975), other researchers have reported consistent gender differences in the importance of academic performance and family background (Alexander & Eckland, 1974; Sewell & Shah, 1967, 1968). The present study supported the latter position in that differences similar to those shown by Alexander and Eckland (1974) and Sewell and Shah (1967, 1968) were found. Males' educational and early occupational attainment were influenced by academic ability and expectations. Female attainment, on the other hand, was based on educational expectations, fathers' education education, and whether extrafamilial significant others talked to them about their future plans.

The results indicated that the status attainment process in low-income Appalachian families revealed a pattern constant with traditional gender-role orientations. Social placement decisions were influenced substantially by traditional notions of gender role assignment. Males' attainment was based primarily on personal expectations and abilities, indicating that they responded to general expectations for instrumental role performance. Females were influenced more strongly by fathers' education, implying that female attainment in these Appalachian families was partially determined by family expectations for traditional marital and domestic role performance. That is, poorly educated fathers seemed to expect their daughters to engage in traditional female roles (e.g., domestic roles) in which higher education is unnecessary. Better educated fathers seemed to communicate expectations which encouraged higher attainment for their daughters. In addition, female status attainment was influenced by extrafamilial significant others, such as teachers and counselors, and this finding may have implications for future intervention programs.