In an effort to understand the dynamics of the status attainment process, the effects of significant-other influences were analyzed in terms of sexual and racial differences. Data were derived from a proportionate, stratified, random cluster sample of Louisiana high school seniors. High schools were stratified on the basis of residence (urban/rural), school type (public/parochial), race (black/white), and size of senior class (less than 100, 100-500, and over 500). Group administered questionnaires provided responses for: 1,175 white males; 287 black males; 1,168 white females; and 390 black females. The variables employed were: father's and mother's education and father's occupation (exogenous); high school grade point average, educational encouragement (parental, teacher, and peer), and peer modeling behavior (intervening); and educational and occupational aspiration (dependent). Results indicated that: (1) school performance and peer modeling were the most important variables in the formation of career aspirations of all respondents, regardless of race/sex criteria; (2) peer influence was a modeling influence for black and white youth of both sexes; and (3) mother's education influenced black and white female aspirations, while school performance and peer modeling significantly influenced male aspirations. (JC)