In this conceptual paper, I put forward an argument about the conceptualization of science identity as a landscape of becoming by placing emphasis on "recognition" and "emotions," as core features of identity, through an intersectionality lens. These constructs intertwined, I argue, can give meaning to the process of becoming a science person or forming a science identity, and at the same time shed light on issues related to power, inequality, racism, and exclusion. In the context of these bigger issues, I argue that forming a science identity is not only personal, but also political. The need for intersectionality as a conceptual framework for studying science identity is underscored by the dearth of theory and empirical evidence that addresses classroom inequalities, as well as the multiple and interlocking influence of systems of privilege and oppression in science, such as racism and sexism. Recognition, which refers to how individuals are recognized by others as certain kinds of people, is an ineradicable part of our social world; it is bound within sociopolitical contexts and tied to specific cultural norms, values, beliefs, and stereotypes. Hence, recognition becomes of paramount importance in science identity research. However, critical questions still remain unanswered, such as who is allowed in the world of science and who is recognized as a science person in specific contexts? Directly linked to recognition, I argue, are different types of emotions which can offer a valuable lens for studying inequalities within the process of forming a science identity. What this means for science identity research is how important it is to explore the emotionality of science identity given that emotions are not just dialectically related but inextricably bound with (mis)recognition as well as with various systems of oppression.