Despite increasingly gender egalitarian ideals, remarkable gender gaps persist in children’s early development and subsequent education, labour market and family choices. The question as to what extent biological factors, such as (prenatal) sex hormones, moderate or set a limit to social influences has received growing attention over the past decade. Yet our understanding of these relationships remains patchy and much remains to be explored. This project takes an interdisciplinary approach and integrates theoretical perspectives from sociology, social and clinical biopsychology and neuroscience. To-date, the number of empirical studies, which considered at least one measure of sex hormones and at least one set of socialisation factors or applied other innovative designs to shed light on the interaction of hormonal and socialisation influences, are limited (e.g., Berenbaum, Bryk and Beltz 2012; Davis and Risman 2015; Hines et al. 2002; Udry 2000). Drawing on the Avon Longitudinal Study of Parents and Children (ALSPAC), we will investigate how prenatal sex hormones and gendered parental environments and role modelling influence children’s interests in school subjects at different ages and the gender (a)typicality of their occupational aspirations and actual choices during adolescence and young adulthood. We extend the current literature by using prospective reports by parents and children over longer periods from early childhood to young adulthood. The findings will contribute to a better understanding as to what extent malleable environmental conditions may be more or less effective in altering gender differences in children’s identities, academic and occupational aspirations and choices.