This research draws a group of women physicists' experience in organizing a local network to investigate how individuals' career decisions are affected by their identity transformation. Poststructuralist feminist theories of identity and discourse are used to compare three women physicists' cases with data collected from in-depth interviews and participatory observation. My research argues that the availability of various discourses and the existence of interventionist discourses are essential to individual's identity reconstruction: The more diverse the discourses, the more durable the subject's original identity. I demonstrate that gender issues in science education are not only about equity but also about identity, that gender is an informative window through which to probe minority groups' participation in the general communities, and that an understanding of identity transformation from school level to faculty level is necessary. (Author)