Physics, as a discipline, has long struggled with pervasive stereotypes and biases about who is capable and can excel in it. Physics also ranks among the least diverse among all science, technology, engineering, and mathematics (STEM) disciplines, often cultivating and fostering learning environments that lack inclusivity and equity. Moreover, stereotypes about brilliance, inequitable physics learning environments and the overall physics culture not only impact the experiences and outcomes of students who major in physics, but also those from other STEM disciplines who must take physics courses. Here we undertake a narrative review, delving into research concerning diversity, equity, and inclusion within undergraduate physics education. We concentrate on the experiences of women and persons excluded due to their ethnicity or race (PEERs) in physics, aiming to shed light on the alarming current situation. The review begins with a few concrete examples of exclusionary experiences that research shows are common for women in physics and can reduce their interest or motivation to pursue a physics major. Then, we provide our conceptualization of equity in physics learning environments and describe the frameworks informing the perspective taken in the review. We then discuss issues related to inequities in physics learning environments, including but not limited to inequities in academic performance, participation, and persistence in physics, as well as psychological factors such as physics self-efficacy, perceived recognition, social belonging, mindset beliefs, and others. We also review research on factors commonly associated with the lack of diversity, equity, and inclusion in physics including the lack of role models, stereotypes associating physics with brilliance, and the overall prototypical culture of physics. We emphasize that addressing these systemic issues in physics requires a holistic approach. We conclude with a list of recommendations for physics departments and instructors on how they can play an important role in transforming the physics culture and making the learning environments equitable and inclusive so that all students can engage in learning physics and enjoy it while feeling supported.

中文翻译：

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女性和因种族和种族而被排斥的人在物理学习环境中面临的挑战：文献综述和对部门和教师的建议。


物理学作为一门学科，长期以来一直在与普遍存在的刻板印象和偏见作斗争，即谁有能力并能够在其中出类拔萃。物理学在所有科学、技术、工程和数学 （STEM） 学科中也是多样性最低的学科之一，通常培养和培养缺乏包容性和公平性的学习环境。此外，关于才华、不公平的物理学习环境和整体物理文化的刻板印象不仅影响物理学专业学生的经历和成果，还会影响其他 STEM 学科必须参加物理课程的学生的经历和成果。在这里，我们进行了叙述性回顾，深入研究了本科物理教育中有关多样性、公平性和包容性的研究。我们专注于物理学中女性和因民族或种族 （PEER） 而被排斥的人的经历，旨在阐明令人担忧的现状。该评论首先介绍了一些排他性经历的具体例子，研究表明这些经历在物理学领域的女性中很常见，并且可能会降低她们追求物理学专业的兴趣或动力。然后，我们提供了我们对物理学习环境中公平的概念化，并描述了为综述中采取的观点提供信息的框架。然后，我们讨论了与物理学习环境中的不平等相关的问题，包括但不限于物理学成绩、参与度和毅力方面的不平等，以及物理学自我效能感、感知认可、社会归属感、心态信念等心理因素。 我们还回顾了对物理学中缺乏多样性、公平性和包容性的常见相关因素的研究，包括缺乏榜样、将物理学与才华联系起来的刻板印象以及物理学的整体原型文化。我们强调，解决物理学中的这些系统性问题需要一种整体方法。最后，我们为物理系和教师提出了一系列建议，说明他们如何在改变物理文化和使学习环境公平和包容方面发挥重要作用，以便所有学生都能参与学习物理并在感到支持的同时享受它。