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Although science is practiced globally, science is historically a field dominated by white people. In response, science education has worked to increase equity in science by examining and transforming science learning environments. However, lacking within this work is a direct examination of whiteness. By engaging in autoethnographic storytelling, I leverage critical whiteness studies and the history of science in order to explicate the relationship between white supremacy and science by examining my experiences as a white man in university science labs.

Learning “real” science: Storying whiteness in university science labs