We examine whether the gender of the instructor affects Student Evaluations of Teaching (SETs) at a Peruvian university. Literature consistently shows that male instructors tend to receive higher ratings than their female counterparts, even after controlling for relevant factors such as student academic performance and course subject. This phenomenon is particularly evident in technical disciplines and in contexts where gender stereotypes favor men. The study employs a mixed-methods approach, analyzing quantitative SET scores and applying natural language processing to student comments. Contrary to the literature and our initial hypothesis, we found that female instructors received slightly higher quantitative evaluations than males. However, qualitative analysis revealed persistent gender-stereotypical biases: female professors were predominantly praised for communal attributes (empathy, dynamism), while male professors were commended for instrumental skills (technical mastery). These findings suggest that while the numerical penalty against women may be attenuated in specific contexts, student narratives perpetuate traditional gender roles.

Keywords: Gender, student evaluations of teaching, SET, higher education, quantitative analysis, sentiment analysis.