Work

Classrooms Through the Eyes of High Achievers: Gender Differences in Situational Experiences Based on the DIAMONDS Framework

Year: 2025

Type: article

Abstract: The persistent underrepresentation of girls among top performers in STEM has long been a concern in talent development research. Recent studies, however, suggest that this gender gap may be narrowing. This study investigates whether gender and academic achievement shape how students perceive STEM classroom situations, using the DIAMONDS framework, a taxonomy of psychological meaningful situational characteristics (e.g., Duty , Intellect ). Data were analyzed from 1,024 German eighth-grade students. In contrast to historical trends, our sample showed equal representation of boys and girls among the top 10% of STEM achievers. While no interaction effects were found between gender and achievement, consistent main effects emerged: girls reported higher levels of Duty and Intellect , but also greater Negativity and Deception ; boys perceived STEM lessons more positively overall. High-achieving students, regardless of gender, experienced STEM situations more positively than their lower-achieving peers. These findings in our context suggest that gender disparities in top STEM performance may diminish, but that gender differences in classroom perception persist.

Source: Journal of Advanced Academics

DOI: 10.1177/1932202x251396238

Authors: Lukas Ketscher, Heidrun Stoeger, Albert Ziegler

Institutions: Friedrich-Alexander-Universität Erlangen-Nürnberg, University of Regensburg

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Reduced inequalities, Gender equality, Quality education

Open Access status: hybrid

Estimated APC paid: $3,650