A project investigated the factors that influence the academic and vocational development of African-American and Hispanic youth. Data were collected via a questionnaire and structured interviews from 36 college juniors and seniors. Twenty-eight were female, of whom 18 were African-American and 10 were Latino. Six Latino and two African-American males also participated. All subjects earned above average grades, aspired to earn at least a bachelor's degree, and had made a vocational decision. The study identified six influences: (1) participants had a high level of internal control over their vocational choices; (2) participants were confident of their academic ability, even when that confidence was not matched by performance; (3) many had a special personal and academic relationship with a teacher in their high school; (4) most made their vocational choice by middle school or junior high; (5) their models for vocational choices were real as well as fictional people in the media, especially television; and (6) parental influence (considered by most to have had the major role in their development) was through modeling a work ethic, being generally supportive, and communicating expectations for achievement. Participants suggested that their peers who had less well-developed vocational plans and aspirations could be helped by the following: (1) teachers who have higher expectations; (2) more academic and vocational counseling; (3) more courses relevant to their needs, interests, and backgrounds; and (4) more racial, ethnic, and same-sex role models in work settings and instructional materials. (Contains 15 references.) (CML)