Catching up? Sex differences in prior conceptual knowledge, socio-emotional experiences, and academic achievements among STEM undergraduates

The present study examined sex differences in prior conceptual knowledge, socio-emotional factors, self-regulated learning, and grade point average (GPA) among first-year students in mathematics-intensive STEM programs ( n = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math ( d = -0.51) and physics ( d = -0.88). During their first university year, women experienced higher levels of belonging uncertainty ( d = 0.41) and stress ( d = 0.70). In their first-year exams, women obtained a slightly lower GPA than men ( d = -0.23). Hierarchical multiple regressions revealed that prior conceptual knowledge and grades, followed by socio-emotional factors and self-regulation, were independently predictive of first-year GPA. The effect of sex on first-year GPA was eliminated when either of these factors or their combination were included. The sex difference in first-year GPA was small, given the initial differences in prior knowledge. We discuss processes enabling students to compensate for lower prior knowledge as well as socio-emotional costs. In a large sample of first-year university students in mathematics-intensive STEM fields, we found that women entered university with lower prior knowledge in math and physics, reported higher belonging uncertainty and stress during their first year, and obtained lower grades at the end of their first year. Yet, the sex difference in prior knowledge was much larger than the sex difference in first-year grade point average (GPA), demonstrating that women were able to compensate. The statistical analyses help to understand the interplay of sex, relevant prior knowledge, was well as socio-emotional factors and self-regulation, for first-year university STEM students' achievement. On a practical level, our findings point towards the importance of supporting students of any sex or gender in compensating for lacks in relevant prior knowledge. • We tested and surveyed a large sample of first-year university students in mathematics-intensive STEM fields ( n = 2074) • Women had lower prior knowledge, reported more negative socio-emotional experiences, and obtained lower grades. • The effect of sex on first year GPA was eliminated when either prior knowledge or socio-emotional factors were included. • Sex differences were much larger in prior knowledge than in first-year grades, i.e., women were able to compensate. • Findings point towards the importance of supporting students in compensating for lacks in relevant prior knowledge.