Reported is a study to examine the relationship between parents', science teachers', and friends' evaluations of science ability - as seen by respondents - and the resulting self-concept of science ability held by eighth-grade females. Data were taken from first-year data of a five-year longitudinal study in progress among the eighth-grade population of the Grand Rapids, Michigan public schools. Only female respondents (N=856) were included in this research. Parent, teacher, and friend evaluations were independent variables; self-concept of science ability was the dependent variable. Information was taken from questionnaires from the Michigan State Self-Concept of Ability Scales. Data were analyzed with percentage tables, the Gamma Measure of Association, and a path model. Four variations of the path model controlling for race and socio-economic position of respondents were also drawn up. The major findings noted a positive relationship between the perceived evaluation of parents, teachers, and friends, and self-concept of science ability. The overall relationship was strongest for teachers, followed by friends; the effect of parental evaluation was the weakest. While parents and teachers were seen as attaching importance to doing well in science, many of them, on the other hand, were seen as evaluating respondents' science abilities as average. (Author/DS)