Although nearly half of high school physics students are female, only 21% of physics bachelor's degrees are earned by women. Using data from a national survey of college students in introductory English courses (on science-related experiences, particularly in high school), we examine the influence of students' physics and math identities on their choice to pursue a physics career. Males have higher math and physics identities than females in all three dimensions of our identity framework. These dimensions include: performance/competence (perceptions of ability to perform/understand), recognition (perception of recognition by others), and interest (desire to learn more). A regression model predicting students' intentions to pursue physics careers shows, as expected, that males are significantly more likely to choose physics than females. Surprisingly, however, when physics and math identity are included in the model, females are shown to be equally likely to choose physics careers as compared to males. [ABSTRACT FROM AUTHOR]