Do Women Outperform Men? Gender Differences in Student Behavior and Performance By Gender Dominance in STEM and Non-STEM Subjects

The issue of gender inequalities in student success in STEM (science, technology, engineering, and mathematics) subjects has been widely researched. However, the significant variation in previous results concerning gender differences in GPAs and other aggregated performance indicators raises questions about potential behavioral differences between women and men during their studies, which may lead to different academic outcomes. We therefore examine gender differences in student behavior and academic performance at the course and module levels, focusing on inequalities in the process of studies rather than the outcome. Drawing on psychological, economic, and sociological theories, we distinguish not only between STEM and non-STEM subjects, but also between men-dominated and women-dominated subjects. We compare course grades, exam participation, and exam retakes using administrative data from three undergraduate programs at a large German research university: Mechanical Engineering (STEM, men-dominated), Political Science (non-STEM, men-dominated) and Sociology (non-STEM, women-dominated). The results show women achieve higher or equal grades than men, regardless of the field. In men-dominated STEM fields, men retake exams more often; whereas, in non-STEM fields the patterns are different. Men are more likely to participate in exams in STEM subjects; whereas, women are more likely to participate in non-STEM subjects. The findings highlight the need to investigate differences at the course and module level. We suggest targeted interventions to improve student success, reduce gender gaps, and better support women in STEM higher education.