  This research focuses on the experiences of seven undergraduate women who
were majoring in physics in a medium-size physics department at a small liberal
arts college. In the semi-structured, empathetic interviews we conducted, the
women discussed how they decided to major in physics, their interactions with
their peers and instructors, who supported them during their physics
trajectory, and suggestions that would improve their experiences in physics. We
used Standpoint theory and focused on the experiences of undergraduate women to
get a holistic perspective of how they became interested in physics, how they
have been supported in their physics journey as well as identify any challenges
that they faced in their undergraduate physics program due to their identity.
Using synergistic frameworks such as the Domains of Power and the Holistic
Ecosystem for Learning Physics in an Inclusive and Equitable Environment
(HELPIEE), we analyzed how those in the position of power, e.g., instructors,
can play important roles in establishing and maintaining safe, equitable, and
inclusive environments for students, which is especially important for
historically marginalized students such as women and ethnic and racial minority
students in physics. We also discuss the suggestions provided by the
undergraduate women to implement in the future to support current and future
undergraduate women in physics and astronomy. Their suggestions are separated
as personal advice for peers and suggestions for physics instructors.
