We investigated the effect of socioeconomic status (SES) on the leadership aspirations and career expectations of black undergraduate final-year university students at South African universities. Past research, conducted primarily with high-school learners, suggests that SES negatively affects leadership aspirations (to manage others and take a leading career role) and career expectations (of employment upon graduation using the skills gained at university). Investigating this topic is important because students’ positive aspirations and development plans help shape future career trajectories and economic success.

We conducted this cross-sectional study with a sample of Black undergraduate students (N = 304) in their final year at South African universities. Data was collected via LinkedIn using purposive sampling, yielding a 25% response rate. We measured leadership aspirations (desire to manage others and take leading career roles), career expectations (anticipated employment using university-acquired skills), socioeconomic status, career self-efficacy, and presence of career role models using validated psychometric instruments. Psychometric analysis confirmed the dimensionality (using factor analysis) and reliability (Cronbach’s alpha > .7) of all applied measures, except the leadership aspirations measure from which two items were collapsed to form a single index.

Contrary to expectation, SES did not predict leadership aspirations amongst black final-year undergraduate students. We then applied the Hayes’ PROCESS model to examine the moderation effects of career role models and career self-efficacy on the relationship between socioeconomic status and leadership aspirations. These moderation effects were not statistically significant and did not render the overall model significant. Consistent with previous research, SES predicted career expectations. Having career role models and levels of career self-efficacy did not moderate the relationship between socioeconomic status and career expectations. Consistent with socio-capital theory, this effect was more substantial at higher levels of SES.

Our research was grounded in Bourdieu's Habitus Theory and Social Cognitive Career Theory, which suggest that SES influences career development through direct and moderated pathways. The unexpected finding that SES did not predict leadership aspirations may reflect the unique characteristics of "born-free" university students, who represent a generation with expanded possibilities and exposure to leadership models regardless of SES.

As educators concerned with developing future leaders and successful graduates, especially those whose success will help uplift families and communities, we are confident that this research can inform institutional career development programs and educational policy initiatives focused on supporting students' transition to employment, particularly for those from disadvantaged backgrounds.

Keywords: Socioeconomic status, career aspirations, career expectations, career role models, career self-efficacy, subjective socioeconomic status, objective socioeconomic status.