Gender Dynamics in Introductory Physics Laboratories

Persistent underrepresentation of women and gender minorities in physics remains a challenge despite decades of progress in STEM equity initiatives. The original study, Unveiling Gender Dynamics in Introductory Physics Labs (Paul, 2025), investigated how gender influences participation, task preference, and comfort levels in algebra-based introductory physics laboratories. Findings revealed no significant gender differences in overall participation, yet clear disparities emerged in preferred and most comfortable roles—male students more often engaged in equipment handling and data collection, while female students favored analytical and documentation tasks. Qualitative insights highlighted subtle but meaningful barriers, including hesitancy to voice ideas in male-dominated groups and lower self-efficacy among women.

This presentation will build upon that foundational work by integrating new multi-institutional data currently being collected in collaboration with colleagues. The expanded dataset allows us to test the robustness of the original findings, explore contextual variations across different institutions, and deepen our qualitative understanding of the barriers faced by gender minorities in physics education. Together, these results aim to inform inclusive instructional strategies that foster equitable participation and confidence in laboratory learning environments.