Diversity strengthens science, but in most physics classrooms female students are disadvantaged both directly and indirectly: extensive research shows that they are undermined, viewed as less capable, and have less successful experiences both in terms of learning and identity formation. The following article was written in partnership between a male high school physics teacher (Rifkin) and a female student from his 2018-2019 12th-grade physics class (Eickerman). In this article, which we wrote by reflecting separately and then combining our writings, we describe a two-week period in which we worked together to try to change the culture of our physics class.

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