# Hermione and the Secretary: How gendered task division in introductory physics labs can disrupt equitable learning

## TL;DR

This study examines how gendered task divisions in introductory physics labs can hinder equitable learning by limiting students' opportunities to develop their physics identities, potentially reinforcing societal stereotypes.

## Contribution

It identifies two distinct modes of work, Secretary and Hermione, that disadvantage female students and offers a framework for addressing equity in physics lab instruction.

## Key findings

- Secretary mode limits data analysis opportunities for women.
- Hermione mode overburdens women with managerial tasks.
- Both modes hinder physics identity development.

## Abstract

Physics labs provide a unique opportunity for students to grow their physics identity and science identity in general since they provide students with opportunity to tinker with experiments and analyze data in a low-stakes environment. However, it is important to ensure that all students are benefiting from the labs equally and have a positive growth trajectory. Through interviews and reflexive ethnographic observations, we identify and analyze two common modes of work that may disadvantage female students in introductory physics labs. Students who adopt the Secretary archetype are relegated to recording and analyzing data, and thus miss out on much of the opportunity to grow their physics and science identities by engaging fully in the experimental work. Meanwhile, students in the Hermione mode shoulder a disproportionate amount of managerial work, and also do not get adequate opportunity to engage with different aspects of the experimental work that are essential for helping them develop their physics and science identities. Using a physics identity framework, we analyze interviews and observational data to investigate how students under these modes of work may experience stunted growth in their physics and science identity trajectories in their physics lab course. This stunted growth then perpetuates and reinforces societal stereotypes and biases about who does physics. This categorization not only gives a vocabulary to discussions about equity in the lab, but can also serve as a useful touchstone for those who seek to center equity in efforts to transform physics instruction.