Development of identity was examined as reflected in the ability to establish and clarify purpose and develop academic autonomy, combined as Career Maturity. Each variable was related to gender sex-role identification (androgynous, masculine-identified, feminine-identified, and undifferentiated), choice of major (male-dominated, female-dominated), and sex-appropriateness of major (sex-appropriate, sex-inappropriate);Three-hundred-ninety-six seniors completed the BEM Sex Role Inventory and the Student Developmental Task and Lifestyle Inventory. Students were enrolled in engineering and business (male-dominated), or education and family and consumer sciences (female-dominated);Students clustered in majors that were sex-appropriate for them. Females in sex-appropriate majors described themselves as more feminine than females in sex-inappropriate majors. Masculinity did not differ for males by sex-appropriateness of major;Seniors were evenly represented in the four sex-role identification categories. Students in male-dominated majors were primarily masculine-identified and undifferentiated, whereas students in female-dominated majors were primarily androgynous and feminine-identified;The masculine-identified group scored higher than the undifferentiated group on all three career maturity variables. For Establishing and Clarifying Purpose the androgynous group scored higher than undifferentiated, feminine-identified, and masculine-identified groups. On Career Maturity the androgynous group scored higher than undifferentiated and feminine-identified groups;Students in female-dominated majors did not differ from those in male-dominated majors on Academic Autonomy, but they did show more evidence of Establishing and Clarifying Purpose and thus Career Maturity;Students in sex-appropriate majors did not differ overall from students in sex-inappropriate majors. The interaction between gender and sex-appropriateness of major was significant for Establishing and Clarifying Purpose and thus, Career Maturity. Women were more likely to have established purpose and achieved academic autonomy than males overall. Women in sex-appropriate majors and women and men in sex-inappropriate majors were similar to each other. Men in sex-appropriate majors scored lowest;Students in the four sex-role identity categories did not differ in their interest in going to graduate school, nor was there a difference based on sex-appropriateness of major.