Focusing on the formation of career plans among black and white females, a study was conducted using the theoretical and empirical framework provided by a modified version of the "Wisconsin Model" of status attainment. Data collection was designed to obtain information including parental socioeconomic status, mental ability, academic performance, and significant others' occupational and educational expectations. Information about significant others was collected from a sample of racially-balanced, female high school sophomores and from their significant others. The females were also asked to indicate home-career expectations. Three of the six most salient findings are as follow: significant other variables were observed to be the most accurate predictors of career-choice variables; the home-career expectation of females did not manifest strong effects on educational or occupational expectation; and significant other variables did not affect educational and occupational expectation for females more strongly than for males. (A companion document, CE 016 577, reports and compares the findings for black and white males.) Thirteen hypotheses regarding the effects of sex-role differentiation based on the literature review were analyzed, and implications for research and theory are presented. (Detailed descriptions of the sample, statistical analyses, and instrumentation are appended.) (BM)