Social science researchers have increasingly focused on understanding the precursors to gender disparities favoring men in the physical sciences, technology, engineering, and mathematics (pSTEM). In this compendium, three field studies are presented with data from approximately 3,000 participants bridging a wide span of higher education levels and differing pSTEM fields. In each study, the authors identified gender disparities on sense of belonging in pSTEM favoring men. Moreover, sense of belonging explained persistence intentions for both women and men in one study and explained persistence intentions and actual persistence in pSTEM coursework for women more so than for men in the other two studies, even after controlling for two conventional predictors of academic achievement (self-efficacy and exam performance). These results highlight the role of "belonging" in gender differences in pSTEM persistence and indicate STEM educators should strive to create inclusive learning environments for all students.