SELF-CONCEPT AND SEX-ROLE ORIENTATION IN GIFTED HIGH-SCHOOL-STUDENTS

This study examined sex-role orientation and self-concept in a sample of 39 (22 males, 17 females) high school students enrolled in a gifted challenge program, and a control group matched on gender and grade. N o effect of gender or program was found for sex-role orientation or gl obal self-concept. Analysis of domain-specific aspects of self-concept , however, revealed that gifted students are more anxious and less sat isfied with life than regular program students, and that female studen ts are more anxious but better behaved than male students. Individuals with an undifferentiated sex-role orientation were found to core lowe st on global self-concept and certain domain-specific aspects of self- concept, especially in comparision with masculine and androgynous indi viduals. Finally, the relationship between sex-role orientation and se lf-concept (general as well as domain-specific) was found to be consis tent across program and gender.