[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] 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 the intersectionality of different identities, in the physics lab context.

中文翻译：

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物理实验室中的性别平等

[本文是教学实验室重点收藏集的一部分：改进传统和新方向。]这篇评论文章概述了教育物理实验室中性别平等主题的研究。由于许多机构和教师寻求发展或转变物理实验室学习，因此必须做出改变，以提高所有学生在多个身份（包括性别）方面的公平性。这篇评论文章中强调的研究描述了复杂的基于性别的差异的存在，例如，在修补实验室设备的机会方面，以及在广泛的实验室课程和背景下的成绩、概念理解和动机结果方面的差异。这些研究还说明和探索了可以影响学生基于性别身份的经历的社会互动和结构。尽管关注减少实验室性别不平等提案的学术较少，但这篇评论文章还概述了一些相关提案以及相关研究结果。对物理实验室性别平等研究的概述有助于明确，未来物理实验室平等的学术研究应采用性别框架，使研究人员能够超越二元性别身份和研究结果的学生赤字框架。同样，未来需要对其他身份轴的公平性进行研究，以及在物理实验室背景下解释不同身份的交叉性的研究。