The Blau–Duncan model
Using data on American men, Blau and Duncan (1967) traced how father's education and occupation, own education and first job affect current occupational status. Much of the influence of origins flowed through education, the strongest predictor of status, suggesting that achievement was gaining over ascription in industrial societies, in line with human capital theory.
The Wisconsin model and extensions
Sewell, Haller and Portes (1969) added the expectations of significant others and students' educational and occupational aspirations as mediators, later replicated (Sewell et al., 1970). Featherman and Hauser (1978) extended the model, and Lin (1999) reviewed how networks and social capital help people reach better jobs.
Critiques and legacy
Critics argue the model focuses on individual traits and neglects labour-market structure, class relations and discrimination, relied on male samples, and underplays non-economic resources such as cultural capital. Comparative work reviewed by Breen and Jonsson (2005) shows that inequality of opportunity varies by country. The model remains a basic framework for quantitative mobility research (Hout & DiPrete, 2006).
FAQ
- What is the status attainment model in simple terms?
- It shows, with numbers, the paths by which family background and education lead to a person's occupational status.
- What did the Wisconsin model add?
- Social-psychological factors such as others' expectations and one's own aspirations.
Sources reviewed: 2026-10-26
References
- Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. Wiley. The founding path model linking origins, education and occupational status.
- Sewell, W. H., Haller, A. O., & Portes, A. (1969). The educational and early occupational attainment process. American Sociological Review, 34(1), 82–92. The Wisconsin model adding aspirations and significant others.
- Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The educational and early occupational status attainment process: Replication and revision. American Sociological Review, 35(6), 1014–1027. Replicates and revises the Wisconsin model.
- Featherman, D. L., & Hauser, R. M. (1978). Opportunity and change. Academic Press. Extends the Blau–Duncan model with later data.
- Lin, N. (1999). Social networks and status attainment. Annual Review of Sociology, 25, 467–487. Reviews how networks and social capital shape attainment.
- Breen, R., & Jonsson, J. O. (2005). Inequality of opportunity in comparative perspective: Recent research on educational attainment and social mobility. Annual Review of Sociology, 31, 223–243. Comparative research on educational attainment and mobility.
- Hout, M., & DiPrete, T. A. (2006). What we have learned: RC28's contributions to knowledge about social stratification. Research in Social Stratification and Mobility, 24(1), 1–20. Summarises what stratification research has learned.