Recent studies provide evidence that social constructivist pedagogical
methods such as active learning, interactive engagement, and inquiry-based
learning, while pedagogically more effective, can exacerbate inequities in the
classroom. By conducting a quantitative empirical examination of
gender-inequitable group dynamics in two inquiry-based physics labs, we extend
results of previous work. Using a survey on group work preferences and video
recordings of lab sessions, we find similar patterns of gendered role-taking
noted in prior studies. These results are not reducible to differences in
students' preferences. We find that an intervention which employed partner
agreement forms, with the goal of reducing inequities, had mixed impact on
students' behavior. Our work will inform implementation of more effective
interventions in the future and emphasizes challenges faced by instructors who
are dedicated to both research-based pedagogical practices and efforts to
promote diversity, equity, and inclusion in their classrooms.Comment: 22 pages, 8 figure