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In this paper, we provide examples of interactions with instructors that women in physics courses find condescending or intimidating based upon data from individual interviews with women in physics courses. We also provide some examples of interactions in Science Technology Engineering and Mathematics (STEM) courses that women found validating. Instructors should contemplate on these findings to make the learning environment inclusive and center the experiences of students, e.g., women, who have traditionally been marginalized in physics and do not have role models. [ABSTRACT FROM AUTHOR]