Purpose
Understanding the impact of socioeconomic status (SES) and first-generation, low-income (FGLI) status on medical students’ academic performance is critical for promoting equity and inclusivity in medical education. This study analyzes institutional data to evaluate differences in key academic metrics, including Step 1, Step 2, GPA, and MCAT scores, between disadvantaged (FGLI and low SES) and non-disadvantaged students.

Methods
A retrospective analysis was conducted using a comprehensive dataset of medical students from multiple cohorts. Disadvantaged students were identified using predefined markers, including FGLI designation and financial aid eligibility. Statistical analyses, including independent t-tests, were performed to compare Step 1, Step 2, GPA, and MCAT scores between disadvantaged and non-disadvantaged groups.

Results
Significant differences were observed in MCAT scores, with disadvantaged students scoring lower on average (p < 0.002). However, no statistically significant differences were identified in cumulative GPA (p = 0.200), Step 1 scores (p = 0.174), or Step 2 scores (p = 0.991) between the two groups. These findings suggest that disparities in admissions competitiveness, as reflected by MCAT scores, may not translate into significant differences in academic performance during medical school.

Conclusions
The findings highlight the resilience of FGLI students, who perform comparably to their peers despite initial disparities in admissions metrics. These results underscore the need for medical schools to continue fostering equitable opportunities through targeted interventions and support programs. Addressing SES and FGLI-related barriers at earlier stages, such as during MCAT preparation, could further enhance inclusivity in medical education and ensure a diverse healthcare workforce.