Evaluating the role of student preference in physics lab group equity

Physics education research is replete with observations and proposed explanations for gender disparities in physics. In this work, we operationalize a definition for equity as everyone has access to the learning environment and everyone’s voice is heard (adapted from previous definitions). We review prior research that observed inequities in physics lab group work and evaluate the degree to which these inequities may arise from student preferences. Regarding access to the learning environment, we find that men and women have similar preferences for experimentation roles, though women generally preferred sharing, rather than dividing or rotating, roles. Regarding everyone’s voice being heard, we find that students prefer when no single student takes charge, though many preferred that students take turns leading the group, with no significant differences between men’s and women’s preferences. We also find no significant differences in men’s and women’s preferences for the gender composition of their group. We conclude that the observed inequities are not explained by student preference and explore implications for instruction and future research.

Figure 1

Student responses to survey items about (a) preferred lab roles and (b) preferred group distribution of roles. Similar proportions of men and women preferred handling equipment, while 10% more women than men preferred taking lab notes or managing the group, while 15% more men than women preferred analyzing data. Most students (though a much larger fraction of women) preferred working together in each task.

Figure 2

The fraction of men and women with each leadership preference. Most students preferred taking turns as leader with only small differences between men and women’s preferences.