Review of: "Does Teacher Feedback Potentiate a Positive Feedback Loop That Underlies the “Achievement Gap”? The Role of Race and Gender in the Interrelations Between Self-Perceptions, Teacher Feedback, and Academic Performance at West Point"

This paper contributes to the discussion about the achievement gap as it is described in educational research literature.This phenomenon describes the differential development of social groups within educational institutions.These groups are often disadvantaged or vulnerable compared to more privileged groups, even when potential group differences are adjusted for at the entry points to the educational system.The research at hand focuses on psychological mechanisms, such as self-ef cacy, and how these mechanisms drive the development of the achievement gap in response to teachers' feedback.The group differences of interest highlight prevalent categorization by gender and race, incorporating an intersectional perspective.In my reading of the paper, the data source has great potential for investigating how achievement gaps develop in an educational organization that is rarely studied: the West Point Military Academy.Given my academic background in survey research and sociology and my limited expertise in structural equation modeling, as well as my preference for other types of statistical models in longitudinal data analyses ( xed effects approaches), my further comments might not fully acknowledge the paper's strengths.In general, the paper would bene t from a clearer presentation of the research questions and hypotheses.This would make the reasoning easier for the reader to follow.Along with this, I would also Qeios qeios.