466:, allocation theories argue the primary function of schools is to allocate status, to place students in the stratification system, rather than to train them. (Stark 641). "In other words teachers identify and classify students according to externally imposed criteria." (Kerckhoff 368-379). "Since this seems to imply that social order rests upon consensual values, and that the prestige hierarchy is a function of widespread convergence in moral evaluations, the approach has been criticized as an extension of the functional theory of stratification—although its practitioners strenuously deny this charge." (Marshall 1998). In this model "social agencies" try to determine the path of the individual and the individual is constricted to what they can do. Allocation is "based on "plans" and "exceptions" rather than "wishes" or "aspirations". As children get older they become less convinced that everyone has an equal chance to obtain "good things" in life." (Kerckhoff 368-379). The clearest examples of this model are discrimination of race and individual characteristics. In the article "The Status Attainment Process: Socialization or Allocation?" Alan C. Kerckhoff states "rewards black receive for any level of accomplishment are lower than those of whites at the same level".
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Americans had higher occupational statuses if their parents were high on the status ladder. This study also showed that gender can be important as well. Women who have full-time jobs come from families higher up on the occupational ladder than men do. Work trends as well are a major factor in determining the occupational status of a person. We have seen a large shift of the workforce move from the agriculture aspect to largely skilled jobs. Since, few are left to labor in the agricultural field, we’ve found that those left are not unskilled laborers but rather farm owners. Thus a large shift in the occupational status of an average person in the agricultural sector has occurred.(citing required/ date= Oct 2014)
715:: developed by William H. Sewell and his associates, further studied the mold set forth by Blau and Duncan. Their addition of variables such as: a child's mental ability, educational achievement, peer influence and personal aspirations, helped link stratification and mental ability inputs through a set of social psychological and behavioral mechanisms to educational and occupational attainment. These subjective variables added a social psychological side that Blau and Duncan lacked in their research. The study did not make any definite solutions of child status attainment but contributed greatly to encourage even further research.
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two major influential contributors of status attainment. This aspect of status attainment has nothing to do with one's parental social background, but rather acts on its own as an attribute for achieving higher status attainment. Being a factor independent from family background or motivation and education, cognitive ability cannot be enhanced or a predicate of the likelihood of one achieving a higher status. Someone of great intellect could have no motivation to accomplish anything, and someone of lesser intellect could be motivated and do great things.
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709:. It focused on the processes of individuals developing personal qualities, such as motivation or skills at a given task that lead to educational achievement and eventually to positions on the occupational ladder. Acknowledgments between education, family status, and young people's ability levels as well as their motivations and aspirations were all contributive to one's status attainment.
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than depicting the father-son relationship in a cross-tabular form, the regression method made it possible to approximate the process by which the son's status was attained" Schoon, Ingrid (2008), A Transgenerational Model of Status
Attainment: the Potential Mediating Role of School Motivation and Education, National Institute Economic Review, pp. 72–81. This model was coined the
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through family background or gained through marriage. Still in today's society however, women are much less likely than men to hold full-time jobs. This is especially true with women who come from a less privileged background or who have lower education levels. It is also interesting that women with full-time jobs tend to come from more economic prestige than working males.
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Therefore, the ascribed ability and relation to the constellation of household, strongly affects educational attainment. Academic performance and aptitude carries an influence on status attainment since the highest level of education attained, is a strong predictor of an individual's future occupational positions and the type of work they qualify for.
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494:(Marshall 1998). Unlike allocation adults can be enabled to perform new roles. With this model motivation and ability are important factors to help one attain status, this means "Individuals are free to move within the social system, attainments being determined by what the individual does and how well they choose to do it." (Kerckhoff).
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yield higher child's educational achievement due to higher expectations and more support for attainment. Higher father's occupational prestige could increase educational expectations for the child as well as providing financial resources to support higher education. This model set the foundation for further investigation.
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Encouragement from family and friends will affect education and occupational attainment. These aspirations create an expectation of achieving a certain educational level or occupation. Educational attainment strongly influences occupational attainment. It is clear that all of these factors are linked
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There are two similar working models in regards to status attainment theory. As Haller & Portes (1973) noted there is the Blau and Duncan's (1967) model which focuses on status transmission, that there is some direct effect of parental influence. However, ultimately the level of education affects
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Other studies have spurred the debate over what constitutes status attainment? In the UK for example, controversies arise over whether or not one's own merit (ability and effort) should have precedence over one's own background and class distinctions. Saunders found "that class background only has a
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of origin: father's educational achievements and occupational prestige; both ascriptive status traits (fixed at birth). The purpose of the study was to test whether ascriptive or achieved characteristics directly affected status attainment of the child. Higher father's educational achievements could
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In the 1973 survey conducted in Canada, Porter began to explore ideas of occupational status attainment. John Porter started his study believing that
Canadians were less mobile than Americans in terms of climbing the occupational status ladder. In fact it was quite the opposite, Canadians as well as
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The occupation of household heads, their level of education, and household income are highly correlated with status attainment and capital. A strong indicator that points to the variation of status attainment is measured through various standardised achievement tests, that reflect academic aptitude.
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On the other hand, opposing evidence formulated opinions that "there is still a substantial effect of social class of origin on own adult social status after controlling for general cognitive ability and academic motivation". Moreover, there is also evidence that differences in education and higher
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Even though women hold fewer jobs than men in some societies, women hold jobs of higher prestige than their male counterparts. This is probably because it is not beneficial for women who are married with children to go out and get lower-paying, lower status jobs because the economic benefits cancel
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Perhaps the most influential factor in determining one's status attainment is motivation and education. "This plays an important role in status attainment research and has been found to influence both educational attainment and occupational aspirations of young people, as well as the timing of life
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Cognitive ability or one's intellect can contribute to the probability of one seeking higher education in life. An individual's level of educational attainment provides a better chance for moving up the occupational ladder. Cognitive ability is linked to motivation and education which are the other
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position is to start at the bottom. They continued to find that the flaw was in the question the information was based upon. They found their research shouldn't be founded upon the question of "How are people mobile" but on "how do people attain their statuses". Peter Blau and Otis Duncan continued
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both analyzed status attainment within a wide framework by using a basic mobility model. They thought that it would be easiest to analyze if they examined the process by which men move up and down the social ladder in their family of origin to adult positions in a hierarchy of occupations. "Rather
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Gender dynamics around the world has changed dramatically over the course of the past few decades and the status attainment for females and women is changing dramatically. Now that more women are joining the workforce, female status attainment is becoming increasingly self-accomplished rather than
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is learned and internalized by each member of society-much of which occurs during childhood. (Stark 657). Or it can be explained as "the process by which we learn to become members of society, both by internalizing the norms and values of society, and also by learning to perform our social roles."
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is the process of acquiring positions in educational and occupational hierarchies. Major influential factors include: parental social background, cognitive ability, motivation and education. Very trivial, but nonetheless imperative to one's starting status, family background and upbringing play a
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exists today, females are becoming more independent and socially mobile in many parts of the world. The increased independence and social mobility has led to an increase in women attaining their own status rather than attaining their status through family circumstances and/or through marriage. .
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was conducted by the
University of Utah in 2003. The study was focused upon the status attainment processes experienced by a generation of young men and women entering school and work roles during the transition of socialism to market economy in the Socialist Republic of Vietnam (Korinek). The
321:(1921–2004) were the first sociologists to isolate the concept of status attainment. Their initial thesis stated that the lower the level from which a person starts, the greater is the probability that he will be upwardly mobile, simply because many more occupational destinations entail upward
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are two different types of status attainment. Both models discuss the importance of how others effect attainments of an individual. "While both are the same in that aspect both differentiate on theoretical interpretations of the same observations and direct our attention to different kinds of
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follow the same path, but their steps are limited. Differences in educational and occupational attainment have declined among
African Americans. However, on average, African Americans and Whites begin at different status levels and end in different status levels. Increased schooling benefits
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As a result women face a different type of socialization process than men do. Early childhood experiences are very influential for women. In particular, family, marriage, and early child bearing have great importance for the attainment of women (Wilson & Peterson).
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themselves out in the end. Married working women also hold less prestigious jobs than their spouses. This is partially because married people tend to share the same economic backgrounds as well as education levels, and partially because in the process of evolutions,
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Status attainment is directly related to occupational status. Occupational status and the attainment thereof is perhaps the core idea of status attainment. Status in the workforce is affected by many factors, most notably, gender, parent status, and work trends.
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In a study conducted by Blane et al. (2005) it was found that the higher the IQ in childhood the higher the social class in middle life. Furthermore, it was found that the IQ at age 11 was significantly related to occupational class at middle life.
590:"Many researchers have found that male and female status attainment processes are virtually identical while others have reported gender differences in the importance of mental ability and family background variables as predictors of attainment".
691:: studies by Peter M. Blau and Otis Dudley Duncan in 1962, tested the correlation between son's occupational status with father's occupational status. Their studies were limited to males and showed two aspects of a person's
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for men with low origins than for those with high ones. After continued research, the initial statement proved to be incorrect. Blau and Duncan realized that people couldn't possibly think that the best way to get a
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Peterson, Gary W. & Wilson, Stephan M. (1993), "The
Process of Educational and Occupational Attainment of Adolescent Females from Low-Income, Rural Families", 55, National Council on Family Relations, pp.
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occupational attainment. Also, the
Wisconsin model comes to similar conclusion however notes that the effects of parental status vanish when other factors are considered. (Haller & Portes, 1973).
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to describe the learning of ones culture and how to fit in. Also it teaches one how to act and participate in the society. Referring to the book
Sociology, Socialization is the process by which
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analysis of the research seemed to show similar results to earlier implications on how status is attained through quality education rather than job, or social status of their parents.
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Treiman and Terrel (1975) cautiously note that the mother's educational level strongly affects the education level of the daughter more so than the educational level of the father.
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course transitions" (Schoon, 72). The higher the motivation a person has the more likely they are to receive higher education and eventually gain a higher paying occupation.
306:, and ascribed factors, such as family income. The theory of status attainment states that one can be mobile, either upwardly or downwardly, in the form of a class system.
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Breen & Goldthorpe, R. & H. (1999), Class
Inequality and Meritocracy: A critique of Saunders and An Alternative Analysis, British Journal of Sociology, pp. 1–27
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major role in status attainment . For example, being born into a wealthy family gives an individual a better starting point than an individual being born into poverty.
849:"Interrelationships between education, occupational class and income as determinants of sickness absence among young employees in 2002–2007 and 2008–2013"
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961:"Intergenerational social mobility and mid-life status attainment: Influences of childhood intelligence, childhood social factors and education"
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qualifications reached clearly indicates more importance than ability and motivation when it comes to class effects of origin on adult outcomes.
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Ensel, M.W.; Lin, N.; Vaughn, C.J. (1981). "Social resources and strengths of ties:Structural factors in occupational status attainment".
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suggests that "the average working woman's father has more education and a better job than does the father of the average employed male".
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As
Kerckhoff (1976) notes, African Americans' educational attainments and occupational attainments are lower than those of white people.
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Beeghley, Leonard (2008), The
Structure of Social Stratification in the United States (5th ed.), Pearson Education Inc., pp. 129, 133,
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is the process of one attaining one's positions in society, or class. Status attainment is affected by both achieved factors, such as
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Lin, N; Ensel, WM; Vaughn, JC (1981). "Social Resources and Strength of Ties: Structural Factors in Occupational Status Attainment".
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477:, on the other hand, looks for the characteristics that affect the individual. This term is used by many but most commonly used by
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everyone, but due to discrimination, white males benefit more. The same results occur in other minority groups and among females.
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Saunders, P. (1997), Social Mobility in Britain: An Empirical Evaluation of two Competing Theories (31 ed.), Sociology, pp. 261–88
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Duncan, O. D., Featherman, D. L., & Duncan, B. (1972). Socioeconomic background and achievement. New York: Seminar Press.
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Education is the most important determinant for men and women when it comes to occupational status (McClendon, 1976).
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Treiman, D.J.; Terrel, K. (1975). "Sex and the process of status attainment: A comparison of working women and men".
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small influence on occupational attainment, while individual ability and motivation play by far a greater role".
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Korinek, Kim. (2006). "The status attainment of young adults during market transition: The case of Vietnam".
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that states a Knowledge (XXG) editor's personal feelings or presents an original argument about a topic.
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Wegener, B (1991). "Job Mobility and Social Ties: Social Resources, Prior Job, and Status Attainment".
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Retrieved December 13, 2007, from University of California, Riverside, Department of Sociology Web site
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Blane, D.; Deary, J.I.; Hart, L.C.; Smith Davey, G.; Starr, M.J.; Taylor, D.M.; Wilson, V. (2005).
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In the past, females generally attained their status through family background or marriage. While
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McClendon, J.M. (1976). "The occupational status attainment processes of males and females".
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to conduct a landmark research study to provide answers to their new question. .
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Haller, O.A.; Portes, A. (1973). "Status attainment processes".
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Retrieved October 22, 2007, from encyclopedia.com Web site
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Lin, N (1999). "Social Networks and Status Attainment".
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627:Relevant discussion may be found on the
527:Relevant discussion may be found on the
368:Relevant discussion may be found on the
245:Relevant discussion may be found on the
1150:Marshall, Gordon (1998). Socialization.
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1321:Emerging adulthood and early adulthood
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1227:(10th ed.), Thomson Wadsworth,
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1243:American Sociological Review
1193:American Sociological Review
1164:American Sociological Review
1123:American Sociological Review
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980:10.1016/j.intell.2005.06.003
442:Socialization vs. allocation
633:conditions to do so are met
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1102:Annual Review of Sociology
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915:Ethology and Sociobiology
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815:Marshall, Gordon (1998).
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735:Competition (economics)
1042:Sociology of Education
770:Nationalism and sports
304:educational attainment
86:by rewriting it in an
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1309:Life stages or events
760:Impression management
689:Blau and Duncan model
1359:Boomerang Generation
1069:Hanneman, Robert A.
339:In the United States
142:improve this article
16:Concept in sociology
1411:Quarter-life crisis
1093:10.1093/sf/55.2.368
817:"Status Attainment"
620:of this section is
598:Occupational status
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1436:Youth unemployment
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1352:social dysfunction
1331:Identity formation
88:encyclopedic style
75:is written like a
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853:BMC Public Health
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1316:Adolescence
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1108:: 467–487.
750:Grandiosity
319:Otis Duncan
1384:Hikikomori
1129:(4): 393.
953:References
618:neutrality
518:neutrality
458:Allocation
451:Allocation
359:neutrality
236:neutrality
168:newspapers
39:improve it
1225:Sociology
998:: 55–72.
765:Kyriarchy
740:Deference
641:July 2019
629:talk page
581:hypergamy
541:July 2019
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259:July 2019
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1451:Category
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1364:Chūnibyō
1326:Gap year
1223:(2007),
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728:See also
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323:mobility
240:disputed
96:May 2019
1379:Freeter
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