Exploring the Female Students and Teachers' Problems in Conducting Laboratory Practicals

Science laboratories play a crucial role in the modern knowledge society by providing hands-on experience and developing scientific knowledge. However, female students and teachers often face unique challenges in laboratory environments, especially in developing countries like Pakistan. This study explores these challenges, examining cultural and systemic factors that impede female engagement and success in science laboratories. Using a qualitative research design, the experiences of 20 female students and 10 science instructors from a major university in Pakistan were analyzed through semi-structured interviews and focus group discussions. Thematic analysis revealed that laboratory work enhances experiential learning, builds confidence, fosters collaboration, and challenges gender stereotypes. Despite these benefits, female students face significant barriers, including gender bias, inadequate infrastructure, and safety concerns. Effective coping strategies such as seeking mentorship, developing technical skills, and advocating for inclusivity were identified. The findings underscore the importance of creating inclusive and supportive laboratory environments to promote gender equity in STEM fields. Recommendations include developing mentorship programs, enhancing laboratory infrastructure, conducting unconscious bias training, and promoting work-life balance for female students. Addressing these issues will contribute to greater diversity in STEM disciplines and foster a scientifically literate society.