The female fish is more responsive: gender moderates the BFLPE in the domain of science

Abstract

Academic self-concept is positively related to individual achievement but negatively related to class- or school-average achievement: the big-fish–little-pond effect (BFLPE). This contrast effect results from social comparison processes. The BFLPE is known to be long-lasting, universal and robust. However, there is little evidence regarding its generalisability across genders. Females, as opposed to males, feel more attached to their peers and compare themselves more often. Thus, it was hypothesised that the BFLPE is larger for females. This was investigated with a focus on science self-concept in a German sample from an extension of the Programme for International Student Assessment 2006 study (N = 35,015) using recent advances in multilevel modelling. Replicating previous findings, females reported lower self-concepts while controlling for achievement. Additionally, the BFLPE was replicated. However, its effect size was substantially larger for females (−.41) compared to males (−.30). The implications of the results are discussed in light of women’s persisting underrepresentation in science, technology, engineering and mathematics fields.

Keywords:

• big-fish–little-pond effect
• gender differences
• science self-concept
• science achievement
• multilevel modelling

Acknowledgements

The authors would like to thank the Research Data Centre (Forschungsdatenzentrum, FDZ) at the Institute for Educational Quality Improvement (Institut zur Qualitätsentwicklung im Bildungswesen, IQB), Berlin, Germany for providing access to the data used herein.