“…Studies also examined complexities related to gender such participation differences between man and woman (e.g., Chu & Zhang, 2018; Cooper et al, 2012; Guan et al, 2020), the LGTBQ community (e.g., Anderson et al, 2020; Patchett & Foster, 2015; Phipps, 2021) and the relationship between gender and the provision of programing (e.g., McDowell et al, 2016; Schneider et al, 2014; Soler et al, 2017). Studies also investigated the experiences of students with physical disabilities (e.g., Devine, 2016; Dysterheft et al, 2018; McKay et al, 2019), the design of adaptive programing (e.g., Fines & Block, 2021; Gillies & Dupuis, 2013; Shapiro et al, 2020) and the prevalence of programing for vulnerable populations (e.g., Horacek et al, 2014; Zuest et al, 2021). Some scholars also examined participation trends among students registered in specific educational programs (e.g., Gathman et al, 2017; Slade & Kies, 2015), differences between undergraduate and graduate students (e.g., Henchy, 2013) and participation among first year students (e.g., Chu & Zhang, 2018; Deng et al, 2021; Helms & Moiseichik, 2018).…”