This study examines the moderating effect of gender on the relationship between student--faculty interaction and academic self-concept. Using data from a large public Hispanic-serving institution (HSI) in Southern California, the analysis suggests that although student-faculty interaction positively impacts academic self-concept for all students, the effect is stronger for female students. Despite these gains, a persistent gender gap remains, with female students reporting lower academic self-concept than male students. These findings emphasize the importance of tailored initiatives to improve student--faculty interaction and academic self-concept, especially for female students.