Grouping the Gifted and Talented: Are Gifted Girls Most Likely to Suffer the Consequences?

Abstract

This study analyzes the effects of ability grouping on self-concept measures in a sample of 211 German students in their 1st year at the top track of secondary school (grade level 5; mean age: 10.46 years). 156 students, 55% of whom were female, attended regular classes, while 46 students, of whom 33% were female, attended special classes for the gifted. Students in both groups were assessed repeatedly, 3 times via self-report questionnaires and once by applying a standardized IQ test. In line with our hypotheses, we found that the students in the gifted classes reported a comparable decrease in general academic self-concept, math academic self-concept, and German academic self-concept over time. Decreases were largest early in the academic year. There was no decrease in social self-concept but instead an increase for the students in the gifted group. However, this increase did not persist, so that by the time of the last measurement the gifted reported lower social self-concept than the nongifted. Also in line with our expectations, the decrease in academic self-concept was largest for girls attending special gifted classes. It is worth noting that the largest decrease in academic self-concept of gifted girls occurred before students received any teacher-assigned school grades. As one possible explanation for this finding, the minority status of girls in gifted classes is discussed.