Over 40 different descriptions of aptitudes and talents were distribut
ed among nine experimental peer nomination forms (PNF). These PNFs wer
e administered to two large samples of elementary and junior high scho
ol Pupils and to their teachers. Sex ratios were computed for each abi
lity among those pupils who emerged as the 10% to 15% ablest in their
group as independently judged by their peers and teachers. No less tha
n 60% of the 42 items had a significant overrepresentation of girls (o
r boys); these ratios exceeded 2:1 in a majority of cases. Boys were j
udged to be more talented in physical aptitudes and technical talents,
and girls were judged to be more talented in arts (especially music)
and socioaffective aptitudes. Intercorrelations between data from six
different samples showed a very high reproducibility of these sex rati
os, regardless of whether the judges were peers or tear-hers or whethe
r samples came from elementary or junior high schools. Various argumen
ts are presented to demonstrate that these judgments by peers and teac
hers accurately represent the differential abilities manifested by boy
s and girls in the school environment.