“…Rooted in feminist and critical pedagogies, research employing the concept of science identity has generated crucial insights and understandings of processes influencing participation in science practices (e.g., Adams & Gupta, 2017;Avraamidou, 2020b;Beijaard et al, 2004;Carlone & Johnson, 2007;Gonsalves et al, 2019;Hazari et al, 2013Hazari et al, , 2020Jackson & Seiler, 2013;Moore, 2008;Ong et al, 2018;Rahm & Moore, 2016). Simultaneously, science identity research has diversified in terms of both education environment and level such as out of school (e.g., Archer et al, 2016), primary (e.g., Archer et al, 2013), middle (e.g., Tan et al, 2013), and secondary school education (e.g., Archer et al, 2017;Carlone, 2003;Hazari et al, 2010;Holmegaard et al, 2014) and has furthermore shaped understandings of tertiary science (e.g., Avraamidou, 2020b;Jackson & Seiler, 2013;Johansson, 2018) and science teacher education (e.g., Avraamidou, 2016;Larsson, 2019Larsson, , 2021. Despite generating valuable insights in diverse educational contexts, qualitative work on possible and impossible science identities in higher education biology is rather scarce.…”