Funding: RITM-BFC
Researchers involved: Marion Monnet (principal investigator), Ignacio Atal, Sophie Morlaix
Partners: DRANE Bourgogne-Franche-Comté and Centre-Val-de-Loire
This research project aims to investigate the effect of potential gender stereotypes conveyed by secondary school teachers on their pupils’ socio-emotional skills, academic performance and aspirations regarding higher education. We will draw on a unique data source from the Logbook platform, a digital solution based on artificial intelligence that facilitates teachers’ assessment work by offering the option of providing oral feedback instead of traditional written assessments. This platform has been trialled with 6,000 lower and upper secondary school pupils in the Centre-Val de Loire and Bourgogne-Franche-Comté academic regions since the start of the 2025 academic year.
Our research project is structured around three objectives. Firstly, we will draw on text analysis methods to examine the written transcripts of oral assessments in order to determine whether, at the same level, the vocabulary used in teachers’ oral assessments differs according to the pupil’s gender. The second objective of this research project will consist of a qualitative analysis of the gendered vocabulary identified in the previous stage. This will involve, in particular, classifying the vocabulary used for girls and boys according to its tone (positive, negative or neutral) and the category to which it refers (skills, attitudes, stereotypes, etc.). This stage will enable us to describe the gendered nature of oral assessments in great detail, and to understand the extent to which they reflect gender stereotypes. Finally, we will conduct an econometric analysis aimed at measuring the effect of gendered feedback on pupils’ socio-emotional and academic skills by comparing pupils whose teacher uses gendered vocabulary with those whose teacher uses neutral vocabulary.