Science is central to our everyday life. Yet, the study of advanced science is often stratified by 'race' or ethnicity. This book draws across science education literature and sociology of education theories. It investigates how social identities of 'race' and ethnicity, social class and gender can shape minority ethnic students' views of, and aspirations toward, science through exploring the experiences of British Black Caribbean, Bangladeshi, Chinese, Indian and Pakistani young people. Is science for 'people like us'? This book engages with and extends our current conceptual thinking around aspiration, capital and identity, in the context of science. For instance, a distinction is made between careers in and from science as well as the educational discourses of 'being the best' and 'trying my best'. It contributes to ongoing discussions around 'science identity' and the emerging idea of 'science capital' along with the development of five 'types' of science participation.