Sex-related variations in the formation of educational and occupational aspirations of fifth and ninth grade Brazilian boys and girls were assessed via comparison of their academic performance, level of occupational and educational goals, and about the influence of family, peers, and teachers in shaping these goals. Data were collected on 1,950 students in four counties representing great differences in patterns of settlement and economics. The Wisconsin Model of Status Attainment (modified by inclusion of the variables sex and parents' education level and occupation) served as a point of departure. Other variables included socioeconmic status, academic performance, and influence of others. Data indicated (1) grade level is related to occupational and educational aspiration level; (2) sex is related to occupational but not educational goal level; (3) academic performance is not related to either goal; (4) acquaintances affect educational goals positively; (5) socioeconomic level affects male occupational aspirations more than female ones. Results suggest that the Wisconsin Model does not fit Brazilian data well. Recommendations call for more accurate measures to approximate Latin American Social and cultural milieu, comparative analysis of societal norms defining allocation of occupational status, improved accuracy of scholastic ability indicators, and documentation of percentages of women in higher educational and occupational positions. (MN)