Breaking Barriers: Investigating Gender Dynamics in Introductory Physics Lab Classes

Abstract

The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, specifically exploring whether students of different gender identities exhibit equal inclination and confidence in conducting lab experiments, and whether they face barriers that impact their participation. The study was conducted across three institutions, involving non-physics students enrolled in algebra-based and calculus-based physics courses. Our findings reveal no significant differences in participation levels across genders in various lab activities. However, a subtle yet significant trended was observed: non-male students tend to express greater preferences and comfort levels for note-taking, calculations, and graphing tasks compared to their male counterparts, who gravitated more towards hands-on equipment handling. Although no overt barriers deterring participation based solely on gender were identified, some students reported experiences or witnessed instances where gender dynamics hindered full engagement, such as assumptions about competence or difficulty asserting voices in male-dominated groups. These findings contribute insights into potential gender-based inclinations and experiences within laboratory environments. The results underscore the importance of fostering an inclusive climate that encourages equitable opportunities and engagement from all gender identities in scientific exploration and learning.