Im thick, Miss. Im bottom-set.

: An exploratory study of self-esteem and academic streaming

in an international school setting

Submitted by Pamela McKinnon

Submitted to Dr. Janet McCracken
April 15, 2013
ETEC 500
University of British Columbia

Introduction
Academic streaming, as it referred to in the UK, or academic tracking, as it is called in
the USA, has been in and out of pedagogical favor in education for the past century. Once
widely accepted as the norm in schools in North America and the UK, grouping students by
ability has fallen into fierce debate in the past three decades. Those in favor of streaming discuss
the benefits to teaching and learning; teachers are able to tailor classes to a homogenous group
with similar academic abilities, students are able to work at a similar pace and ability as their
classmates (Wong and Watkins, 2001). Those opposed to streaming center their argument around
the effect that academic streaming has on students self-esteem (Cheung and Rudowicz, 2003,
Kemp and Watkins, 1994, Liu, Wang and Parkins, 2005).
There are many different ways to stream students. Some schools are streamed, by
academic or vocational nature (Van Houtte et al. 2012). Other schools are banded: high-ability,
medium-ability, and low-ability (Wong and Watkins, 2001). Streaming also occurs within
schools where it is referred to as ability grouping or setting. In this instance students are put into
ability groups or sets in individual subjects, and not necessarily in all subjects, based on their
academic potential (Ireson, Hallam and Plewis, 2001). Placement in a streamed school or class is
generally based on academic aptitude tests.
I first became aware of streaming in my first year teaching in England at a state
comprehensive school. At this school, setting was the norm in the core subjects, English, Maths
and Science. As I taught history, a non-core class, I taught heterogeneous groups of students.
One day I was encouraging a student to revise a piece of writing for history class when she
turned to me, and matter-of-factly said: Im thick, Miss. Im bottom-set. I had no idea what she

was referring to, but discovered that she was in set three, or bottom-set as it was known amongst
students, English. Her placement in this class led her to believe that she didnt have the
intelligence or academic ability to do well in any subject. That students proclamation that she
was thick and thus unable to do well in school has stuck with me throughout my teaching
career and has made me question the effects of streaming on students self-esteem.

Problem Statement
Through my reading of previous research I have found that there is a wealth of research
on ability grouping and academic achievement, as well as race, gender and class (Kulik and
Kulik, 1992, Ireson et al., 2002, Nomi, 2010, Roberts, 2009). There is less research, although
still a solid body of research, on academic streaming and the effects on students self esteem.
There is also seemingly a gap in the research in that much of it has taken place in public state
schools or private schools where students are of a similar cultural group or of a dominant cultural
group. There has been little research attention giving to international school environments where
students come from a range of cultures, none of which are dominant, and are not trying to fit into
one dominant culture. Therefore, the purpose of this study is to examine the effects of academic
streaming on middle school students self-esteem in an international school setting.

Key Terms
Academic streaming grouping students based on academic ability
Setting dividing a group of students into academic sets (ability groups) per subject

Self-esteem/self-concept how one views oneself

Global self-esteem overall judgment of oneself as opposed to subject/area specific self-esteem
Academic streaming, tracking, ability grouping and setting are all terms used in the literature.
For the purposes of this study I will use the term academic streaming to encompass the main
concept that each of these terms is addressing. Self-esteem and self-concept are also used in the
literature. I will use the term self-esteem for the purposes of this study, except when naming a
research instrument.

Critical Review of the Literature

In reviewing the literature on academic streaming and self-esteem many themes are
apparent. As I reviewed the literature closely three themes were of particular interest to me. First,
that beliefs on self-esteem have changed over the past few decades and research now supports
the notion that self-esteem is multidimensional and subject specific. Second, I am intrigued by
the Big Fish Little Pond effect, which states that low-ability students in a streamed environment
will have higher self-esteem than high-ability students in a streamed environment. I found this to
be surprising as it conflicts with my personal experience with academic streaming. Finally, the
third theme is streaming environments or ways of streaming. It is interesting to consider the
connection between the streaming environment and the affect on a students self-esteem.

This literature review will begin by examining two leading studies on adolescent selfesteem, followed by six studies on academic streaming and self-esteem. The articles will be
discussed in terms of the three main themes.

Self-esteem
When examining multidimensionality of self-esteem two studies are considered
particularly significant: Marshs 1990 study The structure of academic self-concept: The
Marsh/Shavelson model and Michaels, Barr, Roosa and Knights 2007 study Self-esteem:
Assessing measurement equivalence in a multiethnic sample of youth. Marshs research refined
Shavelsons model and supported the notion that self-esteem is multi-dimensional and subject
specific. Michaels et al.s study considered the role of culture in self-esteem and how differences
between collectivist and individualistic cultures may influence a students academic self-esteem.
Each of these studies are important to my research as I will be considering subject specific selfesteem in a multi-cultural sample that has participants from both individualistic and collectivist
cultures.
Marshs study tested Shavelson et al.s multi-faceted, hierarchical model of self-esteem
which divided self-esteem into academic and non-academic domains. Academic self-esteem was
then sub-divided into self-esteem in subject areas. Marsh developed Self Description
Questionnaire (SDQ) instruments to test the Marsh/Shavelson multi-faceted theoretical selfesteem model.
Marshs participants were divided into two groups. Group 1 consisted of 234 boys in
grades 5-6, and group 2 consisted of 524 boys in grades 7-10. All participants were from the
same Catholic boys school in Sydney, Australia. Marsh tested students in subject specific
questionnaires, as well as a general school questionnaire. Marsh found that academic self-esteem
is subject specific and that the results support the multidimensionality of self-esteem.

Marshs main investigative instrument was a six item questionnaire. This questionnaire
provided specific numerical data on the subject but no insight into student perspectives. I feel the
findings and discussion would have been stronger if Marsh had included personal interviews
with a subgroup of participants. The questionnaire had an interesting first question, one that asks
the students to compare themselves to their classmates. The following five questions do not ask
students to compare themselves to others. I feel that the placement of this question, asking the
students to compare themselves to their classmates, at the beginning of the survey can lead to
skewed results as participants might feel that each question is asking them to compare
themselves.
Finally, I question Marshs use of male participants only. Marsh did not provide any
discussion or rationale for limiting his study to male participants and I wonder of a gender
difference in self-esteem.
Michaels et al.s 2007 study assessed global self-esteem; that is overall self-esteem rather
than subject specific self-esteem, in a multi-ethnic sample of youth. They found that there was an
abundance of research on self-esteem in middle-class Anglo-Americans but considerably less on
different ethnic and socio-economic groups. The researchers argue that inconsistent measures
were previously used when different ethnic groups were measured thus there are inconsistent
findings in ethnic differences in self-esteem. Their participants were Anglo-American, MexicanAmerican, African-American and Native-American. The age of participants ranged from 9 14.
Michaels et al. used the Harter Self Perception Profile for children to measure multidimensional
aspects of self-esteem including five domains of self-esteem: scholastic competence, athletic
competence, physical appearance, behavioral conduct and social acceptance.

Michaels et al. discuss the differences between individualist and collectivist societies and
the effect on self-esteem. They had anticipated that there would be significant differences in selfesteem among the participants depending on whether they came from an individualist or
collectivist background; however, in their results they revealed that there was little difference
among cultural groups in terms of self-esteem. The researchers suggest that as the students were
all a part of one dominant culture in the school the results were not as they had anticipated.
This finding is interesting to me and my research problem as I am keen to see how
students in an international school setting rate their self-esteem in a streamed math setting. In
Michaels et al.s study, the participants were from immigrant families and were all living in the
United States and were thus influenced by one dominant culture. In an international school
setting, students are not immigrants nor are they assimilating into the dominant culture of the
country they are living in. I think it would be interesting, therefore, to continue to look at selfesteem in an ethnically diverse sample where the participants are not all participating in one
dominant culture.
Marsh and Michaels et al.s studies illustrate the multidimensionality of self-esteem.
Their findings show that students have varying self-esteem in different subjects and domains.
Michaels et al. suggest that further multi-cultural research is needed to examine student selfesteem in different cultures.

Big Fish Little Pond

Many studies on self-esteem and academic streaming speak to the Big Fish Little Pond
(BFLP) effect. This effect posits that students in lower-ability groups may have higher selfesteem than those in higher ability groups because students compare themselves to one another.

Students in the lower ability classes may feel they are a big fish although they are in a little
pond thus contributing to a feeling of higher self-esteem than of their higher ability group peers.
The following three studies each analyzed their results in terms of the BFLP effect.
Kemp and Watkins (1996) note that the BFLP effect had up to this point been examined
in Western, individualist cultures. Their interest lay in examining the effects of academic
streaming on self-esteem in an Eastern, collectivist culture to see how it impacts the BFLP effect.
The researchers sought to study the relationship between ability grouping and self-esteem in
secondary pupils in Hong Kong, a collectivist society. Their sample consisted of 132 male and
148 female secondary students aged 11 12.
Hong Kong schools have a rigid ability grouping structure whereby students are placed
into a band for secondary school based on standardized test scores taken at the end of elementary
school. There are five bands of secondary schools, beginning with band 1 for the highestachieving 20% of students to band 5 for the lowest-achieving 20% of students. To control for
socio-economic factors the participants for this study were chosen from three different bands (2,
3 and 5) in coeducational schools in similar areas of Hong Kong. Kemp and Watkins used a
Chinese translation of Marshs Self-Description Questionnaire to measure seven dimensions of
self-esteem and general self-esteem. They did not explain their methods or procedures.
Their study found partial support for the BFLP effect; however, they did not provide
adequate discussion of what they found nor did they provide possible reasons for the
inconsistencies. They also suggest there may be some difference for boys and girls in terms of
ability grouping and self-esteem, however, they do not explain these differences or provide
evidence to support their claims.

Ireson, Hallam and Plewis (2001) were also interested in the BFLP effect. They noted
that previous research on academic streaming and the effects on student self-esteem have
conflicting results. They developed a multidimensional measure with a multi-level model in an
effort to clarify the effects of streaming on year nine (ages 13 14) students self-esteem.
Their sample had over 3 000 year 9 students from 45 mixed secondary comprehensive
schools around England. The researchers did not specify the exact number of participants;
however, in the results section they note that two of their analyses were based on 3 199 students
in 40 schools. It is not clear if the entire study is based on those 3199 students. Also, throughout
the study the authors refer to the 45 participant schools. It is unclear why only 40 schools were
looked at for two analyses.
Ireson et al. divided participant schools into three levels of setting: Mixed Ability Schools
(setting in no more than two subjects, the rest are mixed ability), Partially Set Schools (setting in
no more than two subjects in Year 7 and up to four subjects in Year 9) and Set Schools
(streaming/banding or setting in at least four subjects from Year 7).
Ireson, Hallam and Plewis are detailed in their explanation of how they obtained
information regarding student background information (gender, ethnicity, attendance etc.) as
well as setting procedures. The researchers created a self-esteem scale based on Marshs Self
Description Questionnaire. Their scale was in a Likert format with a 6 point scale for participants
to indicate how true a statement was for them.
Their study found that schools with moderate levels of setting/streaming had students
with higher levels of self-esteem. They also noted that students subject specific self-esteem was
affected by setting in English, but not in math or science. This is intriguing for me as I wish to

explore the effects of setting in math on students self-esteem in a school with moderate-low
levels of setting.
The researchers conclude that their findings dont support the BFLP effect. They do not
discuss this in detail; rather they suggest further research to explore the BFLP effect.
Wong and Watkins 2001 research project looked at the relationship between student
self-esteem and academic streaming of a group of non-Western secondary students in Hong
Kong. Wong and Watkins focused their study on non-Western students as they found that
previous studies had predominately focused on Western participants and they argue that nonWestern individuals have different perceptions of self than Western individuals.
The Chinese Adolescent Self-esteem Scale that measures general self-esteem and six
specific self scales (intellectual, social, family, moral, physical attractiveness and physical
abilities) were administered. The sample had 280 participants in four schools. Participants were
also asked to rate their performance in extra-curricular activities.
Wong and Watkins noted that BFLP posits that individuals form self-esteem through two
key factors: the individuals belief of his/her own ability and by comparing ones self with ones
peers/classmates. They found support for the BFLP effect, particularly in academic areas. They
found that students in lower academic streams who felt they were performing well had higher
self-esteem than students from high academic streams who felt they were not performing well.
Wong and Watkins study is an important one; it examines self-esteem and academic
streaming in a non-Western setting. However, I do feel the study has several limitations. As the
study is quantitative it does not provide detailed insights into students experiences. Also, Wong
and Watkins do not give information about particular subject areas. They consider global selfesteem and do not discuss or account for any variances by subject. Furthermore, the study was

conducted in a highly competitive, highly streamed environment. It would be interesting to

compare the results from this study with results from other less competitive and less streamed
environments.
These three articles indicate that there is a need for further BFLP research. Whilst some
studies have found support for the BFLP effect, others have found little or partial-support. It
seems that further research is needed examine the BFLP in a variety of academic streaming and
cultural environments to see if the BFLP effect holds true.

Streaming Environments
Academic streaming can take many different forms. Some schools are rigidly streamed
whereby students are put into various school bands based on standardized tests scores (Wong and
Watkins, 2001), in other environments students chose academic or vocational tracks (Van
Houtte, 2012), and in other streaming environments students attend mixed-ability schools but are
divided into ability groups/sets in some subjects (Ireson, Hallam and Plewis, 2001). The
following three articles discuss various streaming environments and how those environments
may be a contributing factor to students academic self-esteem.
In 2012, Van Houtte, Demanet, and Stevens conducted a study that examined global selfesteem among students in different streaming environments. Their study took place Northern
Belgium and compared global self-esteem of academic and vocational students. In particular, the
study focused on differences in global self-esteem in two different streaming environments:
within school streaming (ability grouping/setting students in various subjects) and between
school streaming (separate schools for academic or vocational streams).

A self-esteem questionnaire was created following Rosenbergs self-esteem scale, as the

researchers noted that Rosenbergs self-esteem scale has been used in many studies measuring
self-esteem.
Van Houtte et al. found that academic students have higher self-esteem than vocational
students. They also found that vocational students in mixed schools (academic and vocational)
have lower self-esteem and feel stigmatized. This does not seem to support BFLP as low-ability
students in this environment did not have higher self-esteem as BFLP suggests they would.
Van Houtte et al. argue that there is a wide variety academic streaming environments and
that further research should look at self-esteem in different streaming environments. A potential
contribution of my study to the body of work is providing another example of a streaming
environment, one that is much less rigid than the HK and Belgium streaming environments
because at the school from which I will draw participants, students are only streamed in grade 8
math.
Van Houtte et al.s study is focused on global self-esteem and did not look at subject
specific self-esteem. Also, they used a questionnaire thus no detailed insights into students
experiences that contributed to positive and negative self-esteem were given. This study focuses
on a small area of Northern Belgium. It would be interesting to see if similar results would be
found in a multi-cultural sample.
Cheung and Rudowicz, in 2003, note that a large body of research has been conducted on
academic streaming in Western cultures. They argue that findings from studies conducted on
Western participants cannot be generalized to Eastern individuals as cultural and educational
contexts differ. Cheung and Rudowicz argue that Chinese culture is collectivist and in
collectivist cultures the emphasis is on the success of the whole group not the individual. As such

they suggest that research must be conducted in collectivist cultures to compare findings to
Western cultures rather than making generalizations about all students.
Cheung and Rudowicz conducted their study in Hong Kong, a collectivist Chinese
culture, where there is systematic and highly structured academic streaming. Within each banded
school, students are further grouped by academic ability.
Their study had 2, 720 8th and 9th grade student participants complete a survey in the
school year 1998 1999. Once participants had completed their survey, their teachers were
surveyed in order to obtain the participants' overall academic results in examinations after they
completed the survey.
Cheung and Rudowicz clearly explain their process for choosing participants and
participating schools as well as their methods for completing their study. They examined six
factors: academic achievement, self-esteem, academic self-concept, test anxiety and parents and
teachers expectations. I do not feel that the sample had a good spread. 63.3% of the participants
were from low-band schools. 15.4% were from medium-band schools and 21.3% were from
high-band. I feel that the findings would be more valid if each band was more equally
represented.
Their literature review highlights that previous studies findings on the impact of
streaming on self-esteem have been ambiguous. Results seem to depend on what they are
measuring, who they are measuring (predominately Western participants) and what setting they
are measuring in (public schools, banded schools, private schools).
In their study, the researchers did not find any significant evidence of negative effects on
students self-esteem. They suggest that Chinese collectivist culture with its emphasis on
cooperation, along with notions of the high regard of Chinese students (whether high band or low

band schools) on academic achievement, plus friendship networks, may neutralize negative
effects of segregating students into high/low ability groups.
Their results do not support Big Fish Little Pond. BFLP found significant negative effects
of school banding on high-ability students self-esteem and Cheung and Rudowicz did not find
evidence to support this. The researchers argue that perhaps the difference in findings is due to
other factors that influence the perception of school banding, or the perception of the streaming
environment.
Cheung and Rudowicz suggest further studies should consider the personal experiences
of students, in different learning contexts, that it is important to elucidate the students personal
response to ability grouping. (p. 252) Therefore, I will adhere to the qualitative method in my
study to gain insight into students perspectives on academic streaming.
In 2005 Liu, Wang and Parkins noted a lack of longitudinal data regarding academic
streaming and students self-concept. They argue that without longitudinal data one cannot be
certain that any effects are not temporary. Their study was completed over a three year period.
The sample consisted of 495 first year secondary students (approximately 13 years old) in three
public coeducational schools in Singapore.
They used a self-constructed Academic Self Concept scale based on Battles Academic
Self-esteem subscale, Marsh et al.s School Subjects Self-concept scale and Piers and Harris
General and Academic Status scale. Participants were initially surveyed in the second week of
school, immediately after they were first streamed. Liu, Wang and Parkins found that this was an
insufficient amount of time for students to have formed their viewpoint of their own academic
ability in comparison with their peers. Students were again surveyed at the end of the year, prior
to exams, in their first, second and third year of secondary school.

The study showed that lower-ability stream students initially had more negative selfesteem than did the higher-ability streamed students; however, three years later the lower-ability
stream students had more positive academic self-esteem. The authors offer that this situation,
unique to Singapore, whereby lower-ability students are given an extra year to complete their
secondary school thus allowing these students to learn at a slower pace, possibly in a less
intensive and more supportive classroom climate without limiting their educational opportunities
or debasing the educational aspirations and motivational level. (p. 579, 2005) may have
contributed to their positive self-esteem.
The study found that higher-ability stream students academic self-esteem significantly
declined over the three year period that they were in the study. Liu, Wang and Parkins offer a
thorough discussion of their results giving possible reasons for the difference in self-esteem
between lower- and higher-ability students as well as possible reasons for the decline in selfesteem.
This study is focused on one national group, Singapore, with a rigid streaming system. It
would be interesting to compare results from this study with results from a multi-cultural sample
in a different streaming environment to see if the findings were similar.
Many of the studies conducted have been in countries that have structured streaming and
where academic streaming is the norm. It would be interesting to conduct a study in a system that
is less structured and where streaming is less common. It is also intriguing that many of the
studies have been completed with participants from the same cultural group or a dominant
cultural group. I am interested in comparing the results from previous studies with a study with a
multi-ethnic sample.

Research Method
Description of research method
Through my research I have found an overwhelming number of studies on academic
streaming from the quantitative approach. There is seemingly a paucity of studies following the
qualitative approach. Cheung and Rudowicz (2003) suggest that qualitative research is needed to
highlight students perspectives on academic streaming. My personal experiences with academic
streaming and self-esteem stems from my first year teaching experience and the student who
proclaimed: Im thick, Miss. Im bottom-set. This articulation of her feelings is the fresh
perspective I feel would enhance the body of work. For these reasons, my study will follow the
qualitative method.
Participants
Before beginning the study, I will meet with the Head of School, Middle School Principal
and Math Department Chair to discuss the study and receive permission to conduct the study.
Participants in this study will be drawn from the grade 8 class as grade 8 students are placed in
one of two streams in math: Algebra or Math 8. Math 7 teachers consider the aptitude of the
student and their grade 7 math achievement when making the recommendation for a student to
take Algebra. Students who are enrolled in Math 8 are those students who have struggled in
Math 7, who have not demonstrated aptitude in the subject and whose achievement is in the
lower end of the class range.
I will interview five students from each stream. These students will be randomly selected
by drawing names from a hat. In an effort to eliminate bias in the selection of participants, names
will be drawn by the counselor. I feel that selecting ten participants will generate a variety of

responses on a set number of questions giving a range of insights into self-esteem and academic
streaming.
Once the ten participants have been randomly selected a letter, translated if needed, will
be sent home with the students. An information night will be held for parents to learn more
about the study. Parents who agree to their childs participation in the study will sign a consent
form.
As the participants are all minors, between the ages of 12 and 15, informed parental
consent must be ascertained for the students to participate in the study. Identities of participants
will remain confidential; if necessary, pseudonyms will be given. No identifying details will be
given about the school, class, teachers or students in an effort to maintain anonymity.
Instruments or Materials
I have developed a set of six interview questions based on Marshs subject specific selfesteem scale and Rosenbergs self-concept scale. Each of these measures was used in previous
studies (Kemp & Watkins, 1996, Marsh, 1990, Van Houtte et al., 2012). As in the other studies, I
will use the questions in the same order as Marsh. See appendix for the questions and
accompanying probes.
Prior to beginning the study I will pilot the interview questions with a student who will
not be included in the sample to see if the questions and probes work and that sufficient data are
generated.
Procedure
The study will take place in the middle school of a medium sized international school in
South East Asia. The school has a student body that represents over 30 different nationalities,
with no single nationality accounting for more than 20% of the student body. The majority of

students who attend this school are living in a foreign country as their family has been relocated
for the parents work. The parents of students at this school are all professionals; they are
doctors, lawyers, teachers, and CEOs to name a few.
Roles of those involved in the study:
Individual Responsibilities
Researcher Interview participants
Transcribe interviews
Code data
Write research report
Report findings to the school and parents
Counselor

Randomly select participants' names from a hat

Research Design and Analysis

The method utilized in this study will be qualitative interview. Previous research
performed on this topic has largely been quantitative; therefore, I propose this study to be
qualitative interview to provide in-depth insights into student perspectives on academic
streaming and self-esteem.
Interview data will be audio recorded and transcribed. The data will include students'
personal experiences with academic streaming and its effects on their self-esteem. I will analyze
the data based on the three themes discussed in the literature review: multidimensionality of selfesteem, Big Fish Little Pond effect, and streaming environment. Other themes that may emerge
from the interviews will be discussed in the analysis.
Data Collection Technique Data Associated With It
Audio recordings

Interviews with 10 participants

Transcription

Interviews with 10 participants

Data coding

According to the three themes and emergent themes.

Schedule of Activities
Month

Activity

February Meet with Head of School, Middle School Principal, and Math Department Chair to
discuss study and receive permission.
March

Select students
Host an information session with parents
Obtain consent

April

Interview students
Transcribe interviews

May

Analyze data
Write report

June

Share report with parents and school

Discussion
This study is significant as it builds on previous research on academic streaming while
offering new perspectives. Firstly, the qualitative approach will allow for further information and
insights into the effects of academic streaming on students self-esteem that have not been
included in previous quantitative studies. Through interview, data will be gained that gives a
sense of what students feel about academic streaming in math and possible effects they feel it has
on their self-esteem. Secondly, this study will consider the BFLP effect as Wong and Watkins
(2001) suggest that various streaming environments need to be studied to examine this effect.
Finally, the study will add to previous research by offering another streaming environment in
which to consider the effects of academic streaming on self-esteem.
If the qualitative method seems to provide insight into the topic it would be interesting to
complete a larger study that further takes into account different ethnic groups. Further research
could also involve interviewing parents, teachers and administrators. This would add multiple

perspectives on academic streaming and the effect on students self-esteem which may lead to
greater insight on the topic.

References
Cheung, C.K., & Rudowicz, E. (2003). Academic outcomes of ability grouping among junior
high school students in Hong Kong. The Journal of Educational Research, 96(4), 241254. Retrieved from http://www.tandfonline.com/toc/vjer20/current
Ireson, J., Hallam, S., & Plewis, I. (2001). Ability grouping in secondary schools: Effects on
pupils self-concepts. British Journal of Educational Psychology, 71, 315-326. Retrieved
from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279
Ireson, J., Hallam, S., Hack, S., Clark, H., & Plewis, I., (2002). Ability grouping in English
secondary schools: Effects on attainment in English, mathematics and science.
Educational Research and Evaluation: An International Journal on Theory and Practice,
8(3), 299-318. Retrieved from http://www.tandfonline.com/toc/nere20/current
Kemp, S., & Watkins, D. (1996). Self-esteem and academic streaming in Hong Kong. The
Journal of Social Psychology, 136(5), 651-653. Retrieved from
http://www.tandfonline.com/toc/vsoc20/current
Kulik, J.A., & Kulik, C.L.C., (1992). Meta-analytical findings on grouping programs. Gifted
Child Quarterly, (36), 73-77. doi: 10.1177/001698629203600204
Liu, W.C., Wang, C.K.J., & Parkins, E.J. (2005). A longitudinal study of students academic
self-concept in a streamed setting: The Singapore context. British Journal of Educational
Psychology, 75, 567-586. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-8279

Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson

model. Journal Of Educational Psychology, 82(4), 623-636. doi:10.1037/00220663.82.4.623
Michaels, M.L., Barr, A., Roosa, M.W., & Knight, G.P. (2007). Self-esteem: Assessing
measurement equivalence in a multiethnic sample of youth. The Journal of Early
Adolescence, 27, 269-295. doi: 10.1177/0272431607302009
Nomi, T. (2010). The effects of within-class ability grouping on academic achievement in early
elementary years. Journal of Research on Educational Effectiveness, 3(1), 56-92.
doi:10.1080/19345740903277601
Roberts, K. (2009). The way class works: Readings on school, family and the economy. British
Journal of Sociology of Education, 30(5), 647-651. Retrieved from
http://www.tandfonline.com/toc/cbse20/current
Van Houtte, M., Demanet, J., & Stevens, P.A.J., (2012). Self-esteem of academic and vocational
students: Does within-school tracking sharpen the difference? Acta Sociologica, 55, 7389. doi: 10.1177/0001699311431595
Wong, M.S.W., & Watkins, D.A. (2001). Self-esteem and ability grouping: A Hong Kong
investigation of the Big Fish Little Pond effect. Educational Psychology, 21(1), 79-87.
Retrieved from http://www.apa.org/pubs/journals/edu/index.aspx

Appendix
Interview Questions

Participants Name: _________________________________________

Age: _________________
Nationality: _____________________
Math class:

Algebra

Math 8

--------------------------------------------------------------------------------------------------------------------1) Tell me how you feel about yourself as a math/algebra student. Do you feel that you learn
concepts in math quickly? Why?

2) Tell me about your grades in math/algebra.

3) Tell me about how you do in your class work in math/algebra. Tell me about how you do
in your homework in math/algebra.

4) Can you give me an example of when you feel successful in math/algebra? Can you give
me an example of when you feel discouraged in math/algebra? How did those
experiences make you feel about yourself as a math student?

5) Tell me about your past math experiences.

6) Tell me how you compare to other students in the entire grade in math/algebra. How does
that make you feel? How do you think other students in your grade see you as a math
student?