Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments

This research focuses on the experiences of seven undergraduate women who were majoring in physics at a small liberal arts college. In the semi-structured, empathetic interviews we conducted, the women discuss how they decided to major in physics, their interactions with their peers and instructors, who has supported them during their physics trajectory, and suggestions that would improve their experiences in physics. We use Standpoint Theory and focus 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 analyze 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. Using these frameworks, we compare the experiences of these women with those in Johnson's research at a small college and our prior investigation at a large research university. 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.