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An analysis of barriers to women's participation in physics education ispresented. It is expected that in undergraduate physics the most commonsituation for a women is that she is cisgender and one of a numerical minorityin the classroom. The effects of other intersectional identities are notconsidered. The analysis is based on evidence from the author's livedexperience as a transgender woman who transitioned as an undergraduate and onevidence from the literature on the effects of gender differences in academicdisciplines. It is expected that the teaching philosophy and practice inphysics classrooms favours men over women and these gender dynamics arepartially responsible for the under-representation of women in physics. Theseexpectations require further research to be substantiated.

Opinion | Think Physics, Think Man: Barrier's to Women's Participation in Physics Education