The national literature on gender in Physics and Science Education presents a significant gap in theoretical studies on the notion of science identity. To address this gap, this study aimed to conduct a theoretical analysis that articulates Sandra Harding's approach to feminist epistemology, Dorothy Holland's studies on identity, Zahra Hazari's scientific identity model in Physics, and James Paul Gee's discourse analysis. In the development of the theoretical framework, an analysis was conducted on the consistency between the approaches, the articulation of the key concepts from each work, and a dialogue was established with the literature. Through the integration of these approaches, it was identified that the field of Physics is characterized by a predominantly male culture that favors the success of men. This culture may negatively impact the development of scientific identity among women and minority groups, influencing their persistence in Physics courses.