This study explores the existence of structural gender differences in
the learning behaviour of first-year students on entry to university,
based on responses to an extended form of the Approaches to Studying I
nventory. The focus is on underlying dimensions of variation, that dis
tinguish between the manner in which male and female students recalled
and reported on their most recent experience of studying Science in t
heir final secondary school year. Such differences as emerge are only
partially interpretable in terms of classic 'deep' or 'strategic' stru
ctures. It is argued that gender-sensitive sources of variation, as ma
nifested, are worthy of further investigation and are of potential str
ategic value to university departments insofar as they are able to loc
ate difficulties that students bring with them early in their undergra
duate studies.