Occupational expectations of young women in Jamaica: Implications for development planning

This study tests the effects of the opportunity structure and socialization for family formation on the occupational attainment process of women in Jamaica. It shows that, the opportunity structure and socialization for family formation exert independent effects on occupational goals. However, with the exception of the net effect of type of secondary school, the effects of the opportunity structure and socialization for family formation vary with family structure. Similarly, with few exceptions, the effects of the opportunity structure on family formation also vary with family structure.;Using data from a survey of young women ages 13 to 17 and LISREL VII, a recursive linear structural model of occupational expectations is estimated. The results show that the direct effects of household size, type of secondary school and changes in the level of unemployment on occupational goals operate only in households headed by fathers. The effect of mother's education is indirect and operates only where households are headed by fathers. Where households are headed by mothers or other relatives, that is, where fathers are not present, the effects of the opportunity structure on occupational goals are indirect.;The direct effects of young women's family formation goals, specifically, the age at which they expect to have their first child and type of conjugal union, on their occupational goals are also a function of family structure. Where fathers are heads of households there is a direct link between occupational goals and the expected age at entry into motherhood. Where mothers or other relatives are heads of households, there is a direct link between occupational goals and expecting to live in married unions.;Finally, the effects of the opportunity structure on family formation goals also vary with family structure.;I recommend that policies to address family structure and community development become components of Jamaica's development plans and, that existing policies that address the structure of secondary education be enhanced. Policy makers can effect changes in goals and, ultimately in attainment and behavior, by effecting changes in major societal institutions and in community development.