As the political crisis in South Africa settles downs, the dawn of permanent social change still seem far. Decades of racist policies in education and employment have had deleterious effects on the supply of qualified black personnel. The shortage of qualified workers demands a clear understanding of the occupational aspirations of Black high school students and how such aspirations are determined.
Models of career aspirations designed in North America (such as Holland's (1966) and Super's (1951) developmental theories; the occupational attainment models of Blau and Duncan (1967), Haller, (1971) etc.; and Becker's (1975) human capital investment models) seem to offer untested propositions of how Black students develop their aspirations.
The purposes of this study are to: (i) determine the levels of occupational aspirations among Black students in the Northern Transvaal Province of South Africa; and (ii) test the validity of the Wisconsin Model and to evaluate how an eclectic model of occupational aspirations fits the South African data.
Methodology. Questionnaires were administered to 350 students in groups during 1991. Occupational aspiration data were collected using the Occupational Aspiration Scale, while Academic Ability and Performance were measured by means of Academic Aptitude Test used in South Africa. The models were tested using the LISREL VII program.
Findings. Results indicate low interest in technical and vocational occupations, and higher interest in occupations such as teaching and nursing. The Wisconsin Model was found to have a moderate fit to the data. Academic performance showed no significant effect on either parents' aspirations for the respondent, or the respondent's level of occupational aspiration. Perceived return on education was significantly affected by parents' aspiration but not perceived structural change. Consistent with American models, parents' aspirations had a positive effect on the student's aspiration.
Conclusions. Lack of information about the world of work and the effect of parents' influence seem indicative of the need for programs that educate the students about the world of work. Apprenticeship and mentoring programs are recommended to augment the low achievements of parents.
