Extended Reality (XR) technologies offer innovative opportunities to address inequities in laboratory preparation among first-year undergraduate chemistry students, particularly benefiting students from under-served communities. This study presents the development and evaluation of an immersive XR module specifically designed to teach glove hygiene, a critical laboratory safety skill frequently overlooked in traditional high school curricula due to resource constraints. Involving 176 student test cases across diverse institutions, this module integrates active learning and inclusive, equity-driven design principles. A previously piloted VR glove hygiene module revealed significant student enthusiasm but encountered challenges related to nausea during immersive experiences. Addressing this, our refined XR module employs practices for nausea reduction, providing an accessible virtual lab environment with interactive glove hygiene simulations. Preliminary evaluations indicate substantial improvements in students' confidence, reduction in laboratory-related anxiety, and increased engagement, highlighting XR's potential to close preparation gaps. This work underscores the broader impact of XR interventions in STEM education, fostering greater retention and success for underrepresented and first-generation college students.

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