25079. Charousset, P., & Monnet, M. (2025). Gendered Teacher Feedback, Students’ Math Performance and Enrollment Outcomes: A Text Mining Approach. Consulté à l’adresse https://shs.hal.science/halshs-03733956
This paper examines how students’ gender shapes teachers’ feedback and its effects on performance and enrollment. Analyzing written feedback from math teachers to over 600,000 French high school students across five years, we find teachers praise girls for effort and positive behavior, while similarly-performing boys are more often criticized for behavior and praised for intellectual ability. Leveraging quasi-random teacher assignment, we estimate that gendered feedback slightly improves math performance, particularly for girls, especially when effort is emphasized. However, such feedback has no measurable impact on students’ higher education enrollment in the following year.