PERC 2025 Abstract Detail Page
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| Abstract Title: | Unveiling Gender Dynamics in Introductory Physics Laboratory Courses |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory algebra-based physics laboratory courses, focusing on whether students of different gender identities exhibit equal inclination and confidence in conducting lab experiments, and whether they face barriers that impact their participation. Quantitative analysis indicated no significant gender-based differences in overall participation levels during lab activities. However, significant gender-based differences were found in both task preference and comfortability with various lab-related tasks. Qualitative feedback consistently revealed that some female students experienced challenges related to gender dynamics, including perceived assumptions about their competence, being overlooked during discussions, and hesitation to voice opinions in male-dominated groups. These findings highlight the complex influence of gender on laboratory experiences and underscore the need for creating inclusive environments that promote equitable engagement and participation for all gender identities in STEM education. |
| Session Time: | Poster Session A |
| Poster Number: | A-33 |
Author/Organizer Information | |
| Primary Contact: |
Bilas Paul SUNY Farmingdale State College Farmingdale, NY 11735 |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
