We investigated patterns of gender-based gaps in biology and chemistry through meta-analysis, reviewing data collected in 169 undergraduate biology courses. While we did not detect a significant gender gap in performance across all studies and unpublished data, we identified several factors that moderated performance differences.

Student struggle in undergraduate biology is largely correlated with incoming preparation, instructor, and course performance. In this study, students often attributed their struggle to external sources (i.e., classroom factors, external resources, etc.); however, they were more likely to overcome internal sources of struggle.