  This review article provides an overview of research on the topic of gender
equity in educational physics labs. As many institutions and instructors seek
to evolve or transform physics lab learning, it is important that changes are
made that improve equity for all students along multiple axes of identity,
including gender. The studies highlighted in this review article describe the
existence of complex gender-based differences, e.g., in opportunities to tinker
with lab equipment, as well as differences in grades, conceptual understanding,
and motivational outcomes across a broad range of lab curricula and contexts.
The studies also illustrate and explore social interactions and structures that
can impact students' experiences based on their gender identities. Although
there has been less scholarship focused on proposals to reduce gender-based
inequities in labs, this review article also provides an overview of some
relevant proposals as well as associated research results. This overview of
research on gender equity in physics labs helps to make clear that future
scholarship on equity in physics labs should adopt gender frameworks that allow
researchers to transcend binary gender identities and student deficit framing
of research results. Likewise, a case is made that future research is needed on
equity along other axes of identity, as well as research that accounts for
intersectionality of different identities, in the physics lab context.
