我们基于本科女性的经历，对三个不同机构的物理系文化进行了比较案例研究。这三项研究均在美国进行，包括Johnson于2020年在小型以白人为主的文理学院的小型物理系开展的研究，Santana和Singh于2023年在大型以白人为主的研究型机构开展的研究，以及Santana和Singh于2024年在小型以白人为主的私立文理学院的中型物理系开展的研究。我们利用协同框架，如立场理论（Standpoint Theory）、权力领域（Domains of Power）以及包容公平环境中学习物理的整体生态系统（Holistic Ecosystem for Learning Physics in an Inclusive and Equitable Environment），并结合本科女性的反思，旨在理解那些处于权力地位的人（如教师）在建立和维护安全、公平、包容的本科生环境中发挥的重要作用。她们的叙述帮助我们对比物理文化截然不同的物理系中本科女性的经历。这一比较分析对于反思如何改进物理文化尤为重要，以使历史上被边缘化的学生（如物理领域的女性和少数族裔学生）感受到支持并茁壮成长。特别是，这一比较案例研究对于理解物理文化中影响这三个系中主修物理的本科女性的积极和消极方面具有宝贵价值。该分析可以帮助其他物理系思考改进物理文化的策略，从而使所有本科物理专业学生在物理学习之旅中获得认可的经历，无论其身份如何。
英文摘要：
We present comparative case study of three physics department culture from different institutions using the experiences undergraduate women. The three studies conducted in the United States include Johnson's 2020 study in a small physics department at a small predominantly White liberal arts college, Santana and Singh's 2023 study at a large predominantly White research institution, and Santana and Singh's 2024 study in a medium-sized physics department at a small predominantly White private liberal arts college. Using synergistic frameworks such as Standpoint Theory, Domains of Power, and the Holistic Ecosystem for Learning Physics in an Inclusive and Equitable Environment and reflections from undergraduate women, we aim to understand how those in the position of power, e.g., instructors, have important roles in establishing and maintaining safe, equitable, and inclusive environments for undergraduate students. Their accounts help us contrast the experiences of undergraduate women in physics departments with very different cultures. This comparative analysis is especially important for reflecting upon what can be done to improve the physics culture so that historically marginalized students such as women and ethnic and racial minority students in physics feel supported and thrive. In particular, this comparative case study can be invaluable to understand the positive and negative aspects of the physics culture as they impact undergraduate women majoring in physics within these three departments. This analysis can help other physics departments contemplate strategies to improve the physics culture so that all undergraduate physics majors have validating experiences while navigating their physics journey regardless of their identities.
Defining a physics person: Tensions in the identity development of undergraduate women in physics
Department of Physics and Astronomy, George Mason University（乔治梅森大学物理与天文系）；College of Education and Human Development, George Mason University（乔治梅森大学教育与人类发展学院）
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