This research focuses on the experiences of three undergraduate white women who are physics and astronomy majors. Specifically we conducted semi-structured, empathetic interviews which reveal how uncomfortable physics environments inside and outside of the classroom exclude undergraduate women. The women give accounts of the behaviors of their male peers and instructors that influenced the physics culture. We use standpoint theory to focus on the experiences of undergraduate women to provide a holistic perspective of physics as well as identify key issues that these women faced in their undergraduate physics program and potential strategies to implement in the future to support undergraduate women in physics and astronomy. Some of their suggestions include providing mentoring for women, holding members of the department accountable, providing feedback for instructors, and training sessions.

This research focuses on the experiences of physics and astronomy graduate women of color. We conducted semi-structured, empathetic interviews to understand their experiences in their graduate program and how they navigate the physics department at a large research university, which is a predominantly white institution. The interviews are guided by critical race theory (CRT). We use CRT to examine how racial identities play a role in the obstacles faced by these women, including interactions with peers and faculty members. In this paper, we focus on the experiences of a Black woman in physics, Linda, to understand how her marginalized identities affected her experiences in physics during her undergraduate and graduate programs. The themes that emerged from Linda's interview include lack of support, more than just doing physics, and persistence in physics.