Gender dynamics in chemistry teaching laboratories

Abstract

This Final Degree Project analyses gender dynamics in chemistry teaching laboratories, examining how gender roles influence task distribution, participation, and perceived competencies among students. The study combines qualitative observations of 170 students in the Basic Physical Chemistry (LBQF) and Physical Chemistry (LQF) laboratories of the Chemistry Degree at the University of Barcelona with quantitative data obtained through an anonymous survey completed by 131 of them. The results show that task distribution is not neutral but follows consistent patterns depending on the gender composition of the pair. In mixed‑gender pairs, women tend to assume support‑oriented tasks, while men more frequently take on visible or technologically central roles. Female pairs display the most cooperative and balanced dynamics, whereas male pairs show greater internal polarisation. The analysis also reveals differences in self‑perception: women tend to underestimate their own contribution, while men often attribute themselves greater protagonism than perceived by their partners. Clear gendered patterns emerge in specific tasks, such as computer use and results presentation, more frequently associated with men, and cleaning and organisational tasks, more commonly carried out by women. These dynamics have direct implications for skill acquisition and student confidence, as unequal task distribution may lead to long‑term disparities in technical learning. Framed within the INDOVIG project, the study highlights the need to promote more equitable participation structures that ensure equal access to technical learning opportunities in STEM laboratory environments