Sex-Role Identification, Ability, and Achievement among High School Girls.

This paper finds a significant relationship between a non-traditional, personal-fulfillment-("masculine") oriented female sex-role perception and ability. With IQ controlled, however, the more non-traditional the orientation of girls' sex-role perception, the lower the academic achievement (class standing). Conversely, the more traditional the sex-role identification, the higher the class rank. Moreover, the data suggest a positive relationship between a non-traditional, personal-fulfillment orientation and higher educational aspirations. [ABSTRACT FROM AUTHOR]