Conducted in the framework of the theory of social representations, the study was designed to examine the dimensions in terms of which parent s assess their children's abilities, the ways in which social positions -here, the parents' education and gender and the child 's ge nder -organize these asses sments, and the ways in which the assessments relate to the estimated school success of the child. The subjects were a nationwide sample ofparents (N=938), who were asked to estimate their children 's school success and to assess these children's abilities. A fact or analysis showed the ability asses sments to be multidimensional. The parents assessed girls ' cognitive and social abilities to be better than boys '. Academically educated parents drew a more categorical distinction than other parents between cognitive and ot her abilities, whi ch sugg ests that th ey endorse a differential conception of intelligence. A clear congruity of content was observed be/ween the estimations of school success and the assessments of abilities, indicating that different school subjects are associated with different abilities.
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