This research focuses on the experiences of six undergraduate white women who are physics and astronomy majors. Specifically we conducted semistructured, empathetic interviews that reveal how uncomfortable physics environments inside and outside of the classroom, which were often propagated by male instructors and peers, excluded undergraduate women. The women give accounts of the behaviors of their male peers and instructors that influenced the physics culture. We use standpoint theory to focus on the experiences of undergraduate women to provide a holistic perspective of physics as well as identify key issues that these women faced in their undergraduate physics program. We also share the suggested strategies, provided by the undergraduate women, to implement in the future to support current and future undergraduate women in physics and astronomy. Their suggestions are divided between individual and departmental actions. Some of the departmental actions include providing mentoring for women, training sessions, and establishing a code of conduct.