This paper dialogues with Lucy Avraamidou's theoretical contribution Science Identity as a Landscape of Becoming: Rethinking Recognition and Emotionality through an Intersectionality Lens. Avraamidou discusses the centrality of recognition for science identities, and presents an argument for taking up intersectionality as an analytical lens for recognition. In this response, I review the contributions that Avraamidou's article makes in advancing science identities research, and I then discuss ways of operationalizing intersectionality theory analytically. To illustrate ways that intersectionality can be mobilized to understand how recognition functions in science learning settings, I present examples from science identity researchers who have drawn on various theoretical frameworks to make this possible. I conclude with a discussion of the importance of considering space and time in recognition research, and how this can lead to more meaningful and intersectional research.