The gender gap in STEM disciplines manifests itself in several axes. One of these, not covered in depth in the literature, is the likelihood of different academic achievements by men and women in some technology-oriented courses. We address this question in this work, providing a longitudinal study conducted on a entry-level course on computer networking at the college level. Our findings suggest that in tests that have low impact on the final grade, women achieve best grades and answer more questions but, when the impact increases, they take fewer risks when they are not sure of the correct answer. Related to homework assignments of different types and the quality of the peers assessments of these activities, we conclude that it is not possible to discard that no differences exist between both groups. Similarly, there is not a clear trend for men or women to score better in the programming tasks and the final exam. In the last part of the analyses, focused on social learning engagement, although in the first edition women achieved greater values in all the metrics related to quantity and quality of forums participation under study, in the following editions we can not discard that the behavior of both groups is similar.