  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 physics laboratory courses, specifically
exploring whether students of different gender identities exhibit equal
inclination and confidence in conducting lab experiments, and whether they face
barriers that impact their participation. The study was conducted across three
institutions, involving non-physics students enrolled in algebra-based and
calculus-based physics courses. Our findings reveal no significant differences
in participation levels across genders in various lab activities. However, a
subtle yet significant trended was observed: non-male students tend to express
greater preferences and comfort levels for note-taking, calculations, and
graphing tasks compared to their male counterparts, who gravitated more towards
hands-on equipment handling. Although no overt barriers deterring participation
based solely on gender were identified, some students reported experiences or
witnessed instances where gender dynamics hindered full engagement, such as
assumptions about competence or difficulty asserting voices in male-dominated
groups. These findings contribute insights into potential gender-based
inclinations and experiences within laboratory environments. The results
underscore the importance of fostering an inclusive climate that encourages
equitable opportunities and engagement from all gender identities in scientific
exploration and learning.
