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Career Aspirations, Expectations, and Attainments of Law Students
Unformatted Document Text:  Career Aspirations, Expectations, and Attainments of Law Students individuals according to externally imposed criteria. In effect, allocation is the association between actual experiences and outcomes—expectations would suppress aspirations to certain outcomes as it is limited by the individual’s position in the larger social structure (Kerckhoff 1976). A critique of the status-attainment model is that the model works less well for women, blacks, and individuals of low socioeconomic status (Sewell et. al 1980). Kao and Tienda (1998) find that both socialization and allocation shape minority youth’s initial aspirations and changes over time. In order to evaluate the diverse educational outcomes along race, ethnic, and gender lines, Kao and Tienda (1998) find that higher family socioeconomic status not only contributes to high aspirations in eighth grade but also, maintain high aspirations throughout the high school years. However, Asian, black, and Hispanic youth all report much higher aspirations than would be expected given their family socioeconomic background. Kao and Tienda’s finding supports the criticism about the status-attainment model in that there is an almost uniformly high educational aspiration regardless of socioeconomic status and much lower subsequent attainment. Hanson (1994) in her research on the intersection between status in the stratification system and lost talent documents the problem of the status-attainment model. Lost talent occurs when students have educational expectations that fall short of their original aspirations, have reduced expectations over time, and are not able to realize their earlier expectations. Hanson (1994) finds that among the three stratification criteria of gender, race, and class, class had the largest and most consistent effect on unrealized educational aspiration and expectation. Class is the most cogent stratification characteristic in the status-attainment model and therefore, class has been a major theme in the discussion between aspiration, expectation and attainment. According to Bourdieu (1973), educational institutions perpetuate the structure of Seo, 7

Authors: Seo, Patricia.
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Career Aspirations, Expectations, and Attainments of Law Students 
 
 
individuals according to externally imposed criteria.  In effect, allocation is the association 
between actual experiences and outcomes—expectations would suppress aspirations to certain 
outcomes as it is limited by the individual’s position in the larger social structure (Kerckhoff 
1976).  
A critique of the status-attainment model is that the model works less well for women, 
blacks, and individuals of low socioeconomic status (Sewell et. al 1980). Kao and Tienda (1998) 
find that both socialization and allocation shape minority youth’s initial aspirations and changes 
over time.  In order to evaluate the diverse educational outcomes along race, ethnic, and gender 
lines, Kao and Tienda (1998) find that higher family socioeconomic status not only contributes 
to high aspirations in eighth grade but also, maintain high aspirations throughout the high school 
years. However, Asian, black, and Hispanic youth all report much higher aspirations than would 
be expected given their family socioeconomic background. Kao and Tienda’s finding supports 
the criticism about the status-attainment model in that there is an almost uniformly high 
educational aspiration regardless of socioeconomic status and much lower subsequent 
attainment. Hanson (1994) in her research on the intersection between status in the stratification 
system and lost talent documents the problem of the status-attainment model. Lost talent occurs 
when students have educational expectations that fall short of their original aspirations, have 
reduced expectations over time, and are not able to realize their earlier expectations. Hanson 
(1994) finds that among the three stratification criteria of gender, race, and class, class had the 
largest and most consistent effect on unrealized educational aspiration and expectation.  
Class is the most cogent stratification characteristic in the status-attainment model and 
therefore, class has been a major theme in the discussion between aspiration, expectation and 
attainment. According to Bourdieu (1973), educational institutions perpetuate the structure of 
  Seo, 


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