Unveiling Gender Dynamics in Introductory Physics Labs

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 [$\chi^2(\text{df}=3) = 9.548,~ p = 0.023, ~ \alpha = 0.05$] and comfort levels [$\chi^2(\text{df}=3) = 7.906,~ p = 0.048, ~ \alpha = 0.05$]. 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.