Student Selection: Blessing or Threat? Gender Diversity and Study Success Among Biomedical Students Admitted via Weighted Lottery or Selection

Abstract

Various admission procedures are available for higher education programs with limited capacity, yet their impact on student diversity and academic performance remains underexplored. We compared weighted lottery and selection (a selective admissions process) in a Dutch biomedical sciences bachelor’s program, focusing on gender diversity (i.e., the women-to-men ratio, n = 2132) and study success (n = 1032). We found that men applied and were admitted to the program less frequently during selection compared to weighted lottery, indicating a gender imbalance already present in the applicant pool. Students admitted through selection were more likely to obtain positive binding study advice (45 or more out of 60 European credits) in the first year, and to complete the program within four years. However, these differences in study success were explained by student characteristics (e.g., gender, age, pre-university GPA and self-reported study choice) rather than by the admission procedure itself. Our findings suggest that weighted lottery supports gender diversity due to greater gender balance among applicants, while selection is associated with improved academic outcomes. This study highlights the tension between diversity and performance and provides guidance for more equitable and effective admission practices in higher education.