In the US, nearly half of students taking physics in high school are women, but women represent only a fifth of the students interested in physics majors in college. This issue has persisted over decades despite numerous studies and programs focused on addressing the underrepresentation of women in physics. Two strategies that have been used to resist marginalizing narratives and practices in physics are counternarratives and counterspaces. This talk will present some of the theory and research evidence regarding how these strategies support women's physics identity development and future physics intentions.