The number of students, particularly the number of women, completing science, technology, engineering, and mathematics (STEM) undergraduate degrees is insufficient to meet the U.S. demand. Thus, research investigating key predictors of STEM commitment is of high importance. Applying the Social Cognitive Model of Career Self‐Management (SCCT‐CSM; Lent & Brown, ) as a guiding framework, this study examined the relationship between work–family balance self‐efficacy (WFSE) and STEM commitment as moderated by gender. The sample included 246 STEM students (106 women, 140 men) from a southeastern university. A 3‐step hierarchical regression analysis demonstrated that WFSE accounted for incremental variance in STEM commitment beyond traditional social‐cognitive predictors, and gender moderated the relationship between WFSE and STEM commitment. Contrary to expectations, the relationship was stronger for men than for women. Findings suggest resiliency among women, showing that they are committed to STEM regardless of low WFSE. Practical implications for university and workplace contexts are discussed.