While the physics community strives to support individuals from groups underrepresented to achieve “success” in physics, our varying definitions of success often neglect the perspectives of those same individuals. As physics education researchers, it is possible to incorporate methods that center those marginalized perspectives throughout the research process by directly engaging the identities of the researchers, as well as actively working with participants. In this presentation I review the ways in which I center my identity as a Latinx physics education researcher and the perspectives of collaborators and community members to conduct explicitly feminist and transformative studies reimagining notions success, mentorship, and identity in physics.