Advising, Gender, and Performance: Evidence from a University with Exogenous Adviser–student Gender Match

Takao Kato*, Yang Song

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review


This paper provides the first causal evidence on the effects of gender match in the adviser–student relationship (as opposed to the well-researched instructor–student relationship) on student outcomes along both the intensive and extensive margins. We analyze administrative data from a university with a faculty adviser assignment policy that makes gender pairing between advisers and students exogenous. We find that matching female students with female adviser has a positive and significant effect on retention and grade point average (GPA) upon graduation, particularly for students with academic challenges and non-science, technology, engineering, and mathematics students. For female students with below-median high school GPA, gender match is found to raise the odds of graduate school enrollments.
Original languageEnglish
JournalEconomic Inquiry
Issue number1
Pages (from-to)121-141
Number of pages21
Publication statusPublished - Jan 2022

Bibliographical note

Published online: 04 October 2021.


  • Academic outcomes
  • Advising
  • Career outcomes
  • Gender match
  • Gender spillovers
  • Higher education

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