Find the full paper here: papers.ssrn.com/sol3/papers....

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These findings suggest that women in evaluative positions face disproportionate resistance when delivering negative assessments and have implications for their authority, credibility, and career advancement in both educational and workplace settings.

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Both male & female students show this bias, though in different domains:

Male (female) students were more likely to contest “female” evaluators’ grading of their content (writing) subscores.

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- are more ambiguous (as measured by disagreement amongst potential evaluators).

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- fall short of students' performance expectations, and/or

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This bias is most pronounced when evaluations:
- are provided in line with or below a "fair" assessment (that is, when students are graded fairly or harshly),

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Using an experiment conducted in large intro economics courses, we exploit the random assignment of evaluators with randomly assigned names to identify a systematic gender bias:

Students were more likely to contest grades when the randomly assigned evaluator name was female.
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We are interested in studying whether evaluator characteristics influence how people perceive and react to performance feedback. In this paper we look specifically at evaluator gender and whether individuals are more likely to resist/contest female-provided evaluations.

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🚨New Working Paper joint with @perisaygin.bsky.social, Thomas Knight, and Mark Rush: “Gender Biased Resistance to Harsh Feedback”

A summary thread…

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Guys talk about getting the sign wrong on policy!!!

Government R&R accounted for 1/5 of total TFP growth since wwii!!!