While there are programmatic efforts to support representation of students from underrepresented groups, as well as studies on student identity, little has been done to link the two. We utilize a framework that combines a racialized identity framework and a physics identity framework [2], in order to understand how identity in physics is impacted by cultural and racial identities. In particular we focus on two dimensions: relational resources, which are the relationships that increase one's connection to a practice, and recognition, which is recognition as being a good physics student. We operationalize these concepts by analyzing interviews with physicists at the undergraduate student level and beyond. We demonstrate that the constructs of recognition and relational resources overlap through the careful examination of the experiences of two physicists, one who is a black woman and one who is a white man. We discuss early findings that suggest key differences in the role that identity plays in the experiences of physicists of different backgrounds.