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, focusing on whether students of different gender identities exhibit equal inclination and confidence in conducting lab experiments, and whether they face barriers that impact their participation. Conducted across three institutions and involving non-physics STEM students enrolled in algebra-based and calculus-based physics courses, the study found mixed results, with two institutions showing no significant gender-based differences in participation levels during lab activities, while one institution demonstrated significant differences. Chi-square tests revealed no significant association between gender and task preference or comfortability, though the small dataset suggests the need for further investigation. While quantitative analysis provided limited evidence of systematic barriers, qualitative feedback revealed that some female students experienced challenges related to gender dynamics, such as perceived assumptions about competence, being overlooked during discussions, and hesitation to voice opinions in male-dominated groups. These findings highlight the complex influence of gender and institutional factors on laboratory experiences and underscore the need for creating inclusive environments that promote equitable engagement and participation for all gender identities in STEM education.