Unveiling Gender Dynamics in Introductory Physics Labs

TL;DR

The study addresses gender equity in introductory algebra-based physics labs by analyzing participation, task preferences, and comfort using a mixed-methods design at SUNY Farmingdale. The researchers combined in-situ observations of student engagement with post-lab surveys and open-ended responses across five sections, involving 104 participants (64 male, 39 female, 1 non-binary; non-binary excluded from statistical analyses) and applying $t$-tests and $χ^2$ tests at $α=0.05$. The results show no overall participation difference ($t=-0.073, p=0.471, α=0.05$) but significant gender differences in task preferences ($χ^2(df=3)=9.548, p=0.023, α=0.05$) and comfort levels ($χ^2(df=3)=7.906, p=0.048, α=0.05$), with men leaning toward hands-on tasks and women toward analytical and documentation tasks. Qualitative data highlight factors shaping comfort, such as prior knowledge, group dynamics, and gender representation, including a small low-comfort subgroup, and the discussion advocates strategies like structured role rotation and inclusive grouping to foster equitable lab environments in physics education.

Abstract

The persistent underrepresentation of women and gender minorities within the physical sciences remains a significant issue. This study investigates gender dynamics in introductory algebra-based physics laboratories, focusing on participation, task preferences, and comfort levels. Statistical analysis revealed no significant gender difference in overall participation rates during lab activities. However, significant gender-based disparities emerged in both task preference [\(χ^2(\text{df}=3) = 9.548,~ p = 0.023, ~ α= 0.05 \)] and comfort levels [\(χ^2(\text{df}=3) = 7.906,~ p = 0.048, ~ α= 0.05\)]. Male students significantly preferred and felt more comfortable with hands-on equipment handling and data collection, whereas female students more frequently preferred and reported higher comfort with analytical and documentation tasks like note-taking, calculations, and report writing. Qualitative responses highlighted additional challenges reported by some women, including exclusion from group discussions and reluctance to contribute ideas in male-dominated groups. These findings suggest that while overall participation may appear gender-neutral, gendered patterns in task allocation and comfort persist. The results underscore the need for instructional strategies that promote equitable engagement and foster inclusive laboratory environments in physics education.

Figures (4)

• Figure 1: Distribution of students’ participation percentages in physics laboratory sessions. Histograms show the proportion of sampled observations during which individual students were actively engaged in any laboratory activity across three observed experiments. Blue histogram represents male students ($n=64$) while the orange histogram represents female students ($n=39$).
• Figure 2: Distribution of students’ preferences for various activities in physics lab sessions. Blue and orange bars represent the preferences of male and female students, respectively, with darker colors indicating first rank and lighter colors representing second rank. Activities: A = Equipment handling, B = Data collection, C = Note-taking, calculations, and plotting graphs, D = Report writing.
• Figure 3: Distribution of students’ comfort levels with various activities in physics lab sessions. Blue and orange bars represent the comfort ratings of male and female students, respectively. Activities: A = Equipment handling, B = Data collection, C = Note-taking, calculations, and plotting graphs, D = Report writing.
• Figure 4: Frequency of major themes identified in students’ open-ended responses about comfort and confidence in physics lab experiments. The most cited theme was (A) Prior Knowledge and Experience, followed by (B) Group Dynamics and Peer Support. Other significant factors included (C) Instructor Support, (D) Clarity of Instructions, (E) Gender Representation, and (F) Anxiety and Fear of Mistakes.