Physics identity is an essential topic in Physics Education Research, PER. Historically this research has examined how physics identities form for primarily white, male undergraduate students in calculus-based physics classes at Tier I institutions. More recent research has begun to consider the experiences of marginalized populations, such as students of color, women, and members of the LGBTQIA+ community. Nepantla is a theoretical framework that explicitly explores how individuals navigate opposing identities and realities. Physics students from marginalized groups are navigating multiple, often conflicting identities. Therefore, this paper asks how applying the theoretical framework of Nepantla to PER contributes to the physics identity conversation by providing insight into how individuals in marginalized populations are able to navigate their multiple identities. This paper looks at how Nepantla has been used as a theoretical framework in other areas of STEM-Ed, then applies Nepantla to existing research within PER. The results suggest that the theoretical framework of Nepantla contributes to understanding how Nepantler@s both navigate the system and change the system.