  An analysis of barriers to women's participation in physics education is
presented. It is expected that in undergraduate physics the most common
situation for a women is that she is cisgender and one of a numerical minority
in the classroom. The effects of other intersectional identities are not
considered. The analysis is based on evidence from the author's lived
experience as a transgender woman who transitioned as an undergraduate and on
evidence from the literature on the effects of gender differences in academic
disciplines. It is expected that the teaching philosophy and practice in
physics classrooms favours men over women and these gender dynamics are
partially responsible for the under-representation of women in physics. These
expectations require further research to be substantiated.
