Female ‘big Wsh’ swimming against the tide: The ‘big-Wsh-little-pond eVect’ and gender-ratio in special gifted classes

This study takes a second look at the “big-Wsh-little-pond eVect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-Wsh-little-pond eVect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual diVerences from aggregate group variance, as well as to test a number of focused hypotheses regarding the eVects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in diVerent educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively inXuenced by gender-ratio (percentage of boys in class), gender-ratio had no signiWcant inXuence on boys’ academic self-concept.