Evaluating the role of student preference in physics lab group equity

• Published in: Physical review. Physics education research Vol. 18; no. 1; pp. 010106 - 10119
• Main Authors: Holmes, N. G., Heath, Grace, Hubenig, Katelynn, Jeon, Sophia, Kalender, Z. Yasemin, Stump, Emily, Sayre, Eleanor C.
• Format: Journal Article
• Language: English
• Published: College Park American Physical Society 01.01.2022
• Subjects: College Science; Educational Environment; Equal Education; Experimentation; Females; Gender Differences; Group Dynamics; Learning; Males; Mechanics (Physics); Men; Physics; Preferences; Science Education; Science Instruction; Science Laboratories; Student Participation; Student Role; Students; Undergraduate Students; Women; New York
• ISSN: 2469-9896; 2469-9896
• DOI: 10.1103/PhysRevPhysEducRes.18.010106

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.