Constructivist pedagogy emphasizes building new knowledge from prior experiences through active, hands-on learning. Many students who take introductory geoscience courses arrive with little to no formal or even informal exposure to the field. This raises the question: Does everyone have the same chance to succeed in introductory geoscience classrooms?

In physics education research, Salehi et al. (2019) tested whether introductory physics performance could be explained by incoming knowledge or demographic factors. Building on that framework, this study examines whether demographic gaps in introductory geoscience reflect preparation differences and whether prior interest or informal science experiences predict success.

This (N = 945) examined potential predictors of final exam performance in introductory geoscience courses. Students completed a geoscience concept inventory and surveys measuring interest in geoscience, natural sciences, and STEM, as well as frequency of informal geoscience-related experiences. Structural equation modeling was used to test direct and mediated relationships among demographics, preparation, experiential exposure, and exam performance.

Results suggest that introductory geosciences classrooms can function as genuine and accessible entrance points into the geosciences field. Neither gender, first-generation status, nor prior informal science experiences significantly predicted final exam performance in the full structural model. Although students entered with different levels of interest and exposure, these differences did not determine academic outcomes in any significant way. Mediation pathways through interest or informal engagement were also not statistically significant in predicting success.

For geoscience educators committed to expanding access and equity, these findings are promising. Success in introductory geoscience does not appear to hinge on privileged preparation or prior interest, positioning these courses as true gateways into the field, spaces where all students have a meaningful opportunity to succeed and feel welcomed inside the geosciences.