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 (\ (χ² = 9. 548, ~ p = 0. 023\) ) and comfort levels (\ (χ² = 7. 906, ~ p = 0. 048\) ). 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.
Bilas Paul (Fri,) studied this question.
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