Unveiling Gender Dynamics in Introductory Physics Labs
Fuente:
arXiv
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| Autore principale: | |
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| Natura: | Preprint |
| Pubblicazione: |
2025
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| _version_ | 1866915723915296768 |
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| author | Paul, Bilas |
| author_facet | Paul, Bilas |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2509_10299 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Unveiling Gender Dynamics in Introductory Physics Labs Paul, Bilas Physics Education 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. |
| title | Unveiling Gender Dynamics in Introductory Physics Labs |
| topic | Physics Education |
| url | https://arxiv.org/abs/2509.10299 |