The academic performance of undergraduate physics students at a research-intensive UK university were studied to identify whether there were any significant differences between underrepresented and overrepresented groups. Exit qualification, degree classification, average yearly marks, and course marks were analyzed to determine statistically significant associations with gender or widening participation status. Significant association was found between gender and the integrated masters qualification, with a higher proportion of female students attaining a first class or second class (upper) classification. A performance gap was identified between widening participation and non-widening participation students in second year, but no significant association was found between widening participation status and exit qualification or degree classification. In examining the intersection of gender and widening participation status, no significant association was found between these groups and exit qualification. These results contrast with previous studies, which suggest that the effects of underrepresentation adversely impact academic performance. The reasons why this might be the case, with particular consideration of the context of the sample studied, are discussed.