Abstract
Workers' functions, as represented by the middle 3 digits of each Dictionary of Occupational Titles code, indicate complexity of involvement with Data, People, and Things on the job. In this study, a longitudinal sample of elementary school students was interviewed in Grades 2, 4, and 6 to assess their occupational aspirations The workers' functions of their occupational aspirations were examined for developmental and sex differences. Boys' occupational aspirations required more complex Things functions at all 3 grades while girls' occupational aspirations were more complex than boys' for People functions at all 3 grades and for Data functions at Grades 4 and 6. Grade 2 through 6, there were significant changes in workers' functions for the entire sample to more complex People and Things jobs. This movement supports Gottfredson's career development theory which suggests children choose more socially valued occupations as they mature. Such choice associated with higher education would reflect selection of jobs requiring more complex workers' functions.
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