Peer Reputations and Gender Differences in Academic Self-Concept

This study explores the extent and nature of academic peer reputation effects upon children’s academic self-concept in a sample of 151 children (average age 11 years 9 months). Peer and self-perceptions of academic ability and affect (liking) were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and to determine the extent to which gender differences might be evident. Multiple regression analyses provided some support for this stereotype-based gender-congruency hypothesis, as it was primarily children’s academic ability reputation in the gender-stereotype-congruent areas that was predictive of ability self-concept, and, influential with respect to self-perceived ability in gender-stereotypical and counter-stereotypical domains. Contrary to expectations, peer affective reputation was more predictive with respect to traditionally counter stereotypic, (gender-stereotype-incongruent) domains. Results tend to suggest the dominance of gender-stereotype consistency effects in relation to ability perceptions, but contrast effects in relation to school affect.